Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.

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This paper connects the collaborative critical autoethnographic (CCAE) reflections of three authors who story and examine their own personal experiences of being part of the organising bodies for secondary school Polyfests across Aotearoa, New Zealand: the ASB Polyfest in Auckland, HuttFest in Lower Hutt and the Canterbury Polyfest in Christchurch. We contend, the Polyfest experience provides a platform for Pacific students to develop and share cultural expertise, exhibit pride in their cultural identities and cultivate leadership skills. As critical spaces and sites of cultural knowledge generation and sharing, communication, and innovation, the three aforementioned polyfests highlight the vibrant nature of Pacific flourishing in Aotearoa New Zealand, which can strengthen educators’ and schools’ appreciation of what matters and is deemed as success in the eyes and stories of Pacific/Pasifika people themselves. When used by teachers and schools for active education, Polyfest as a critical entity and site can provide a lever that encourages Pacific students to engage positively with school and experience improved academic success.