Tracing the pathways of Polynesian navigators, students journey through Hawaiʻi, Fiji, and Aotearoa — learning that growth is not taught in classrooms, but cultivated through land, culture, and belonging.
The Polynesian Journey is one of our semester programs that flows across the Pacific Ocean, beginning in Hawaiʻi, travelling through Fiji, and finishing in the North Island of Aotearoa, New Zealand.
The program intentionally mirrors the journeys of Polynesian voyagers, highlighting the deep interconnectedness between each place. This region is such a powerful setting for personal growth because students are not simply learning about culture from the outside. They are fully immersed in it. Moving across multiple countries challenges students to compare and contrast ways of living, relationships to land, and values around community, pushing them to grow in ways they simply would not at home.
What makes this journey so impactful is the way culture, environment, and community are deeply intertwined. In each location, we are welcomed with warmth and generosity, creating a strong sense of belonging. No matter where we are, we feel at home. This sense of safety allows students to take emotional and social risks, to be curious, vulnerable, and open to growth. In these cultures, we do not just visit. We become family.
I had the privilege of leading this program in 2023, and like the students, I experienced immense personal growth. That growth began in Hawaiʻi, where our connection to ʻāina, the land, was central to everything we did. Through service learning, students discovered the power of giving back. We were often quite literally neck deep in mud, restoring ancient fish ponds with Kumuola by rehabilitating loko iʻa and removing invasive weeds. It was physically demanding, messy, and challenging, but incredibly meaningful. We also worked alongside Aunty K, gardening and harvesting, learning patience, care, and respect for both land and people. She taught us about an ancient observation technique called Kilo which was quite meditative to practice. Another highlight was helping to build an oar for Makaliʻi, the giant voyaging canoe. All we really did was help to sand sections of it, but being trusted with even a small role in something so culturally significant reinforced that learning in Hawaiʻi was reciprocal. We were there to contribute, not just observe.
Cultural immersion in Hawaiʻi extended far beyond structured activities. We learned ʻōlelo Hawaiʻi, played traditional games like spear throwing, joined in local song and dance with nannies, and created a feast together using an imu, the traditional underground oven. Preparing, waiting, and sharing that meal highlighted the importance of collaboration and community. Even moments of play became powerful. Camping and playing rugby on the beach with locals broke down barriers instantly. At one point, I was the only girl playing and managed to tackle our tallest student, Quinn, which sent everyone into laughter. Sunrise and sunset swims became daily rituals of reflection, and swimming alongside turtles felt grounding and surreal. Making leis and gifting them to places we found special encouraged us to slow down, acknowledge place, and express gratitude. Hawaiʻi set the tone for the journey, showing us that growth comes from openness, humour, and connection.
In Fiji, growth deepened through community, trust, and discomfort. Our guide, who we lovingly called Fijian Henry, took us under his wing from the start. He answered every question with patience and became an anchor for our learning, allowing students to engage respectfully and confidently. We visited two villages, Culanuku, an oceanside village, and Nasautoka, nestled beside a mountain river. Both welcomed us as family. We participated in kava ceremonies, danced into the night with children who had far better moves than us, and lived in family homes. This was culture shock in its truest form. There were no showers, no air conditioning, and we slept on mattresses on the floor, surrounded by wildlife and bugs. It was challenging, uncomfortable, and deeply humbling.
Daily village life pushed us physically and emotionally. Planting banana trees in the heat tested our resilience, and Kendra and I became an absolute dream team. Some of the village men even adopted us, impressed by our strength and work ethic as women, which was empowering and affirming. We paddled on a bamboo boat, cooked using traditional techniques like steaming with bamboo, played music with bamboo, and learned how versatile and resourceful it could be. Despite the challenges, we were fed like kings and queens, cared for deeply, and embraced fully. We even gained a loyal companion in a village dog named Bak. Fiji taught us that real growth often comes through discomfort, generosity, and allowing yourself to be held by community. It was heartbreaking to leave the villages and I didn’t know it was possible but I cried bittersweet tears leaving behind the beautiful connections.
Aotearoa brought the journey full circle, offering space for reflection, identity, and connection to history and ancestors. Paddling the waka at Waitangi up the river toward a waterfall while learning local pūrākau was a deeply grounding experience. As we found our rhythm, especially Sadie and Joy, there was a strong sense of unity and collective purpose. A cultural tour of the Treaty of Waitangi grounds deepened our understanding of Aotearoa’s history, making it real and confronting. The pōwhiri and cultural performance that followed were eye opening, encouraging reflection on respect, responsibility, and belonging.
Staying on a marae in Rotorua was one of the most profound experiences of the journey. There was a palpable presence of ancestors that encouraged stillness, respect, and deep listening. Working with the Department of Conservation at Tawharanui reinforced values of kaitiakitanga through hands on service, including beach clean ups, clearing harakeke to reopen pathways, and exploring the Mermaid Pools. These experiences reminded students of their responsibility to care for the land and understand their place within it.
By the end of the journey, personal growth had unfolded naturally. Through service, discomfort, play, reflection, and belonging, students grew emotionally, socially, and culturally. This region is powerful because it teaches growth through relationship. Relationship to land, to culture, and to each other. Students leave not just changed, but deeply connected to themselves, their peers, and the wider world. I’ll forever be thankful for all of the ups, downs, and especially the laughs from this program!
Big shout out to that crew: Henry, Kendra, Avery, Ella, Quinn, Maxwell, Perry, Joy, Sadie,Juul, Mia and Riona!
Posted by Doreen Mesman on March 05, 2026
