Ma’au i lou ofaga; maua’a lou fa’asinomaga
Keep your identity alive, to thrive.

Samoan_Teachers_Logo.png

To thrive in any environment is dependent on many factors. One of those, if not the most important, is a person’s sense of identity. The main contribution that Samoan can make in a globalised world is being Samoan. Successful Samoans thrive in different environments due largely to being grounded with a firm sense of who they are. They are often very connected, have an acute sense of kinship, know the value of being Samoan, and able to maximise their networks to achieve desirable outcomes.

It is critical when strengthening your identity that you are well aware of the components of that identity, and be deliberate in growing awareness of the identified components. This account below is an attempt to point out some, but is not limited to those mentioned. Many commentators have suggested other aspects of being Samoan that are worthy of consideration.

Names

There are names associated with Samoan families, villages and districts. These names are passed down from one generation to the next through word of mouth, in stories, folklore, lyrics of songs and in poems. Some families have surnames that are their family titles. This can mean that two students in the same class or school, who are not related, have the same surname. Bestowing titles for generations have also been through service, as well as blood connection. Having the same surname can mean that these students are from the same extended family associated with that ‘matai’ title.

There is also the practice of naming children after landmarks, the family’s traditional house or their compound, the female or male honorific associated with their families, or an important event. A name for many Samoan students is a statement of identity or origin. Teachers, members of staff and community need to be mindful of that.

Parents when naming their children with names special to their families, villages, district or island need to speak to their children extensively about them. The significance and possible implications of ‘carrying’ such names is appreciated when children understand the meaning behind their names.

Matai Titles

Each Samoan has connection to four or more ‘matai’ titles and is an important part of being Samoan that you know the matai titles of your extended family. Knowing the matai titles will lead to knowing the villages you are connected to, your place of origin, and other names associated with families. The four matai titles mentioned are those of the child’s grandparents. Extended families stretch well beyond that, where one person can claim to be from more than four extended families. Samoan students with mixed parentage, can still claim to be from four villages when tracing as far back as their great grandparents. It is often said that a person has more roots than all the trees put together. This is especially so with Samoans.

Families

Knowing the families you belong to, is important. Getting the children to know the families they belong to, leads to understanding many aspects of the child’s identity. A simple study in to their families can contribute much to the child understanding of herself or himself. Knowledge of their families will lead to knowing all other aspects of who they are. They will know their malae, maota, villages, rivers, lakes, mountains, sa’otama’ita’i, sa’oaumaga, fa’alupega, igoaipu, toga, lagi and many other aspects of being Samoan.

There is a level of commitment to families that Samoans are brought up to appreciate. Making a contribution when there are family occasions is an expectation of Samoans. This means that individual have to put aside time to be at family occasions with some resources to contribute, when they do happen. A Samoan without an extended family, is rare.

Villages and District

It is most beneficial for the child growing up to know his/her villages or districts. Each village has its own formal honorific that senior secondary students can learn. Each village has it own formal structure that will be beneficial for the children to know. Accessing knowledge of these are problematic, as parents are the main sources of this information and many do not have the time or the inclination to share this. Some village and district honorifics are in published books, which are not readily available to the public. To know your villages and districts of origin gives you a great sense of connection, to real estate that is forever yours. A great feeling in an uncertain world!

Gagana Samoa

Samoan language defines Samoan students and a window to fa’asamoa. The existence of fa’asamoa is due to the use of the Samoan. The risk to fa’asamoa is because of the gradual loss of Samoan language. The maintenance of Samoan language is essential for the retention and ongoing use of gagana Samoa.

There is no learning without language and learning for many Samoan students have been marginalised through the neglect of Samoan in schools. The language for learning in many New Zealand schools is English. Many Samoans starting to school has to develop a level of proficiency to learn. Many fall behind their peers after the first year, and they never recover from that delay. Despite the drive from the Ministry of Education, the Education Review Office and schools themselves to have the children at the heart of their curriculum design and delivery, many Samoan students have failed because of neglect of Samoan and fa’asamoa for learning.

Samoan parents need to reflect on their practices of aiming to convert their children into English speakers as early as possibly, by neglecting Samoan. This has been the practice for some families for years, that Samoan in no longer the language of these families. Children in these families are denied access to their own culture and have been disabled, by their parents to take full part in things Samoan.

The neglect of Samoan and fa’asamoa in schools and families has impacted negatively on Samoan students’ learning, as well as their sense of who they are. Many Samoan are in school environments where they are alienated, as school protocols and practices are foreign to them.

Fa’asamoa

Fa’asamoa is defined largely by the values Samoan uphold and the conceptual framework that they prefer. The values that largely defines being Samoan are to do with relationship with others, the environment and God. Maintaining ‘le va fealoa’i’ is at the heart of being Samoan. We were brought up to walk, talk, sit maintain a level of relationship with others to a degree of ‘sacredness.’ There are also conceptual framework in terms of making decisions, relating to others and having conversations to name a few, that many use in their daily lives. These frameworks revolve around collective decision-making, shared leadership, and inclusiveness. This is not often reflected in other parts of society including schools.

Christianity

‘Samoa is founded on God’ is the mission statement upon which many Samoans are reared. Many live their lives according to the founding principles of Christianity. Samoan parents have patronised Catholic school in New Zealand and abroad, because of the special Christian character of these schools. There was increased Samoan migration to the Catholic education system in New Zealand since the inception of Tomorrows Schools in 1989. Parents’ choice in schooling for their children since 1989 meant that even non-catholic Samoans chose to enrol their children in Catholic schools. Samoans make up a sizeable proportion of these schools across New Zealand. A calculated 90% of Samoan students in any school are part of a Christian church group. Being a Christian is important to being Samoan.

Conclusion

The theme this year is asking Samoan students and their parents to put themselves at the heart of what they do and learn in New Zealand. This will contribute greatly to the children’s learning success, their sense of identity, and their contribution to New Zealand society. Putting others ahead of themselves is important to fa’asamoa, so this theme can create some tension. However, as we become more globalised, there is the need for Samoans to know themselves first, remain connected in who they are, as that is their main contribution to the world. Themselves.

Mr Fa’atili Iosua Esera
Principal, Sutton Park School
Master of Education (merit)