The purpose of this book was to investigate how FTT teaching and learning has been implemented in the secondary schools in Samoa. The perspectives and experiences of four teachers, four students and four parents were explored through making explicit the discourses they operated in. By exploring these discourses, teachers may be better able to understand the ways that FTT curricula are conceptualised and be informed about how their own practice in the classroom may reflect and be shaped by particular beliefs and values. The study highlights the complex issues involved in implementing...