Pepe Meamea as a Framework for Samoan Infants and Toddlers in Aotearoa New Zealand

Abstract

This article conceptualises Pepe Meamea (Samoan concept of infant/toddler) to ground Samoan cultural understandings, values and beliefs of the Samoan child as a collective, holistic and relational being. The Samoan worldview of children and childhood prioritises the whole child, and this has implications when positioned within a dominant Eurocentric early childhood curriculum (ECE) curriculum and pedagogy framework. The semiotics of the Samoan language references a collective position for personhood rather than an individual one which warrants further examination into Samoan conceptualisations of Pepe Meamea pushing back at normative assumptions. As an innovative practice and philosophy for teaching, Pepe Meamea already has deep Samoan cultural knowledges associated with its term. Pepe Meamea is understood and commonly referred to as infants or newborns. This presents initial talanoa (dialogue) with teachers from six Aoga Amata (Samoan early childhood centres) in a two-year research Teaching and Learning Research Initiative (TLRI) project (2021‐2022). Using Samoan language as the conduit for creation and cultural reference ensures Samoan children’s cultural rights are adhered to through an Indigenous Samoan paradigm. As an innovative practice and concept, Pepe Meamea already has deep cultural Indigenous knowledge associated with its term; however, this article presents the possibilities of Pepe Meamea through the development of a pedagogical and relational framework that promotes its implementation in the Aotearoa New Zealand ECE environment. How the New Zealand Te Whāriki early childhood education (ECE) curriculum is responsive to Pepe Meamea is another dimension this paper will consider as the majority of the New Zealand Samoan population are born and raised in a New Zealand context. This research paper reports on the first phase of the project, the process of co-designing a Pepe Meamea pedagogical framework with Samoan teachers.

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

“…Relatedly, we avoid the reductive stance of categorizing learning and development as a separate individual mental realm or, alternatively, an essentially sociological realm of collective discourses and practices (Stetsenko, 2008). Instead, we recognize knowledge construction, development, and context as co-constructed, interrelational, interdependent, and always informed by various ever-changing cultural and historical practices (Ochs, 1988; Tagoilelagi, 1995; Tagoilelagi-Leota, 2017).…”