Caring for classroom relationality in Pasifika education: A space-based understanding

Reynolds, Martyn

doi:10.15663/wje.v23i1.575

Cited by 12 publications

(9 citation statements)

References 20 publications

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“…Our informal conversations with colleagues and support staff suggest that many Pasifika students do not have the appropriate technological tools or skills to complete online assessments. In addition, building trusting relationships is essential to Pasifika student engagement in learning as suggested by Reynolds (2018). The pivot to online learning is moving students, including Pasifika students, away from their comfort zone for learning, especially regarding engagement and quality relationships as observed by Powell and McGuigan (2021).…”

Section: Discussionmentioning

confidence: 99%

“…Given that our commentary is based on Pasifika students and the challenges they face in online learning, it is crucial to understand the Pasifika learner. Reynolds (2018) asserted that fundamental to Pasifika learning is relationship building. The importance of relationship to the learning success of the Pasifika student is widely acknowledged (Hawk et al , 2002; Thompson et al , 2009; McDonald and Lipine, 2012; Siope, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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Potential barriers towards achieving greater diversity: the case of Pasifika underrepresentation in accounting

Fukofuka

Ali

2022

PAR

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Purpose This paper aims to provide a commentary on how the accelerated utilisation of online learning in accounting education could further impede Pasifika students from completing an accounting qualification, thus perpetuating Pasifika underrepresentation in accounting. Design/methodology/approach This commentary is based on the authors’ experiences and informal conversations with teaching colleagues and support staff. This paper uses Bourdieu’s (1977, 1990) theory of practice with a focus on his notion of symbolic violence to evaluate the challenges faced by Pasifika students in the learning of accounting. Findings The social world is inherently unfair, and this can be seen in the inequality that persists in various settings, one of which is in the accounting field. Acquiring an accounting degree requires studying accounting content, which is taught and assessed in a particular way. Unfortunately for the Pasifika learner, learning and assessment in accounting education are according to the demands and rules of the accounting field. These demands and rules, with the increased utilisation of online learning, are at odds with the Pasifika student’s habitus. Thus, Pasifika accounting students are likely to be disadvantaged by the increased utilisation of online learning. This could potentially exacerbate their underachievement in accounting education and prolong Pasifika underrepresentation in the accounting profession. Practical implications This paper contributes to teaching practice by bringing to the fore the potential of online learning as an additional impediment for Pasifika students in accounting education. This will help inform policymakers, tertiary institutions, accounting accreditation bodies, educators and support staff and could result in the formulation of suitable strategies to better support Pasifika students in online learning. Originality/value This paper is original and provides a critical analysis of how some groups in society will be disadvantaged by the increased utilisation of online learning in accounting education, thus further hindering the slow progress in achieving greater diversity in the accounting profession.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Potential barriers towards achieving greater diversity: the case of Pasifika underrepresentation in accounting

Fukofuka

Ali

2022

PAR

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“…In other words, there is often limited focus on forming any relationship, regardless of whether it is a positive one. Yet, for many Indigenous students, the learning environment they experience is far more important than the content, and it can inform and influence their engagement and success Hill & Hawk, 2000;Reynolds, 2018). This creates an interesting tension, one that usually plays out according to who has the agency or power in this situation-often this is not the Indigenous student.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Relationships have been emphasised in Mäori and Pacific education research and policy for many years Hill & Hawk, 2000;Reynolds, 2018), in particular the need for educators to form "good", meaningful or quality relationships with Mäori and Pacific students because the quality of the teacher-student relationship affects engagement and achievement. However, what constitutes a good relationship is not universal, as cultures understand good in different ways (Thaman, 1998).…”

Section: Relationships In Educationmentioning

confidence: 99%

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Untitled

2020

MAI Journal

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This article introduces He Vaka Moana, which has been tested and evaluated at international and local levels. He Vaka Moana is a strength-based model of academic fellowship that is framed by Oceanic principles and methodologies. The authors base this model on what connects and sustains us as Mäori and Pasifika people-that is, Te Moana-nui-a-Kiwa. We draw from our shared ancestral history of navigating the vast Pacific Ocean on purposefully built vessels using Indigenous methods and ways of being to successfully reach our destinations. Our fellowship draws on the rich knowledge and imagery of a Tongan saying "pikipiki hama kae vave manava", which refers to lashing canoes together to exchange people and resources when a fleet is out on the ocean battling the swells and weather. This evocative Oceanic metaphor guides how, in He Vaka Moana, champions of teaching and learning across faculties purposefully come together to work collaboratively to examine existing practice and develop innovative ways for addressing issues of strategic priority to the institution: Mäori and Pasifika students' success. In He Vaka Moana, we look specifically and politically at ways to advance the success of Mäori and Pasifika students in higher education, exploring what works; how success is defined and by whom; how, as a university, we listen (or fail to listen) to Indigenous stories; and the difference Oceanic-based research makes for our teaching and learning. Our agenda is revitalising Indigenous methodologies and knowledges to transform higher educational institutions' ways of responding to our Indigenous learners. Employing our own Indigenous methodologies has emphasised our cultural ways of being, thinking, speaking and behaving. We wish to demonstrate how our ways of being and knowledge allow us to reclaim who we are and, more importantly, to chart our collective and desired future as citizens of Oceania.

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Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand

Cowie

Trevethan

2022

Springer International Handbooks of Education

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Caring for classroom relationality in Pasifika education: A space-based understanding

Cited by 12 publications

References 20 publications

Potential barriers towards achieving greater diversity: the case of Pasifika underrepresentation in accounting

Potential barriers towards achieving greater diversity: the case of Pasifika underrepresentation in accounting

Untitled

Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand

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