Yaqona (kava) and the school campus: Regulation versus facilitation
Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presentin...
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2022-07-01
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| Series: | The Australian Journal of Indigenous Education |
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| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/6 |
| _version_ | 1797963739420426240 |
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| author | Apo Aporosa |
| author_facet | Apo Aporosa |
| author_sort | Apo Aporosa |
| collection | DOAJ |
| description |
Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development.
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| first_indexed | 2024-04-11T01:33:00Z |
| format | Article |
| id | doaj.art-ce1d42da53a64ea6a1ed7445f18b820f |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:33:00Z |
| publishDate | 2022-07-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-ce1d42da53a64ea6a1ed7445f18b820f2023-01-03T09:23:02ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842022-07-0151110.55146/ajie.2022.66Yaqona (kava) and the school campus: Regulation versus facilitation Apo Aporosa0University of Waikato Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development. https://ajie.atsis.uq.edu.au/ajie/article/view/6educationdelivery and facilitationachievementcultureidentitykava |
| spellingShingle | Apo Aporosa Yaqona (kava) and the school campus: Regulation versus facilitation The Australian Journal of Indigenous Education education delivery and facilitation achievement culture identity kava |
| title | Yaqona (kava) and the school campus: Regulation versus facilitation |
| title_full | Yaqona (kava) and the school campus: Regulation versus facilitation |
| title_fullStr | Yaqona (kava) and the school campus: Regulation versus facilitation |
| title_full_unstemmed | Yaqona (kava) and the school campus: Regulation versus facilitation |
| title_short | Yaqona (kava) and the school campus: Regulation versus facilitation |
| title_sort | yaqona kava and the school campus regulation versus facilitation |
| topic | education delivery and facilitation achievement culture identity kava |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/6 |
| work_keys_str_mv | AT apoaporosa yaqonakavaandtheschoolcampusregulationversusfacilitation |