Exploring understandings of Pacific values in New Zealand educational contexts: Similarities and differences among perceptions

Abstract

Case studies exploring how educational policies can help teachers serve learners disadvantaged through cultural marginalization are urgently needed to inform education systems internationally. The study reported here explored perceptions of Pacific cultural values at the heart of education policy in New Zealand that were intended to improve opportunities of learners with Pacific heritage. Participants included early childhood, primary, secondary, and tertiary teachers of Pacific and non-Pacific heritage. Data included interviews and teaching observations. Results indicate that the Pacific values can be more deeply felt, understood, and enacted by Pacific teachers than their non-Pacific counterparts. Results are discussed in relation to tenets of culturally sustaining pedagogy and aspects of the Pacific-based Fonofale model. Implications of this work include that initial and in-service teacher education must assist teachers to develop working understandings of values as they are felt and experienced by policy target groups. This study contributes to the literature by discussing how a culturally-embedded model can be a useful tool towards ensuring teachers can understand cultural nuances inherent within educational policy and align their practice with these. Keywords: policy; cultural values; Pacific nations; teacher perspectives; initial teacher education; teacher professional development

Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector

“…Of the studies reviewed, 13% were conducted in Pacific Island and/or Māori education and care services. Although the contributions of these studies are important, the percentages of Pacific and Māori ECE contexts involved in research are low, given the significance of PLD that is responsive to the needs of Māori and Pacific teachers, learners and communities (Averill et al, 2020;Ministry of Education, 2018, 2019c. The Ministry of Education (2019a) has acknowledged the importance of PLD that focuses on identity, language, and culture, citing Tātaiako (Ministry of Education & New Zealand Teaching Council, 2011) and Tapasā (Ministry of Education, 2018) as points of reference for the sustained and coherent PLD programme.…”

Factors of engagement: Secondary Pasifika student learning

“…However, many Pasifika students have English as their second language, and some have limited fluency with English as they begin their education in English-medium schools. Historically, mainstream state schools have not worked hard enough to include these Pasifika students in their programmes, leading to Pasifika students' disengagement (Spiller, 2012;Sanders & Boyte, 2020;Averill et al, 2021).…”

“…must be acutely aware of how school policies are impacting their Pasifika students, especially if those leaders are not connected culturally or ethnically to the Pacific cultures within the school (Taleni et al, 2017). Not only should they be fostering Pasifika student engagement by encouraging teachers to engage in professional development around Pasifika values, but they must also be actively working to combat policies, worldviews, and perceptions that would undermine and belittle Pasifika students (Taleni et al, 2017;Averill et al, 2021). Senior leadership in schools would ideally dedicate professional learning time to understanding Pasifika students and Pasifika cultures so the cultural gap in knowledge between Palagi teachers and Pasifika students can be bridged .…”