Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Podmore, Val; Tapusoa, Ene; Taouma, Jan

doi:10.15663/wje.v12i1.300

Cited by 7 publications

(3 citation statements)

References 4 publications

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“…Studies in the education of Pacific groups in Aotearoa have highlighted the significance of culture in language learning. For example, Pacific children, and in particular, Samoan children, have shown great benefit from grounding their early years of learning in the Samoan language and culture (McCaffrey & Tuafuti, 2001Podmore, Tapusoa, & Taouma 2006). The researchers found that the use of the home language and cultural practices provided essential footings for successful learning.…”

Section: Indigenous Knowledge and Cultural Empowermentmentioning

confidence: 99%

Fagogo—A Literary Cultural Perspective

Kolone-Collins

2023

WJER

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This article discusses Fagogo (story telling at night) in the Samoan context and authors assessment and evaluation of the tool, its significance, appropriateness and applicability to classroom teaching and student interaction. In relation to ‘Fagogo a few publications had widely researched this tool from a Samoan perspective. Few Samoan academics highlighted Fagogo in their writings and research, but I have drawn from the available literature and my own experience as a Samoan raised within the context of Fagogo in the Samoan culture.Freire (1970, 1987) and Skutnabb-Kangas (2000) have provided the lens through which people and students of indigenous cultures are inspired to have strength and faith in their own language and culture to equip them in combatting obstacles and barriers they face in education and survival. Both authors remind people to take pride in one’s identity and be empowered through one’s knowledge and understanding of one’s own language and culture. Freire’s (1978) work in Chile and Brazil became extremely influential in the lives of the landless people. Samoans have drawn from his ideas to better understand the importance of not devaluing one’s heritage, language, and the culture but to seek the removal of the source of disempowerment knowledge and strength.

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Section: Indigenous Knowledge and Cultural Empowermentmentioning

confidence: 99%

Fagogo—A Literary Cultural Perspective

Kolone-Collins

2023

WJER

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“…Here, children's cultural identities are affirmed through the provision of plentiful and rich opportunities for linguistic, social and spiritual development (Conteh & Brock, 2011;Tagoilelagi, 2017) by providing familiar rituals and routines (Rameka et al, 2017) and a range of cultural role models (Iokepa-Guerrero, 2008). Language nests also affirm cultures through the physical environment by surrounding children with symbols, artefacts and activities that offer a sense of cultural security (Podmore et al, 2006). There is ample evidence that language nests, an indigenous model of early years care and education, positively support children's cultural identities.…”

Section: Children's Cultural Identities and Language Nestsmentioning

confidence: 99%

“…The development of young children's cultural identities is strongly influenced by their home and first educational or care setting (Brooker & Woodhead, 2008), and language nests, which provide language immersion education and care services for children aged 0 to 5 years old, are settings proven for encouraging children's linguistic and cultural development (Mara & Burgess, 2007;McIvor & Parker, 2016;Okura, 2017;Pasanen, 2010). Established in response to the desire of indigenous and migrant communities to enact child-rearing practices and deliver early years education in culturally appropriate ways (Chambers, 2015;, language nests promote the maintenance of heritage languages and cultures by encouraging young children to participate, interact and explore in environments that are an extension of their familial cultural experiences (Glasgow, 2019;Podmore, Tapusoa, & Taouma, 2006).…”

Section: Introductionmentioning

confidence: 99%

Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia

Tualaulelei

Taylor-Leech

2020

Diaspora, Indigenous, and Minority Education

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Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia The early years before compulsory schooling are crucial for children's identities including their cultural identities. This article reports on a community-collaborative educational program which aimed to promote children's positive Samoan identities in a culturally safe environment. Data were collected through ethnographic methods including talanoa (Pacificstyle conversations), interviews and participant observations, along with audio, photo and video recordings. Analysis revealed developments in the children's cultural identities over the seven-month study, as well as challenges in creating a culturally safe space within an established Englishdominant early childhood center. Key findings connected children's cultural identity development to spaces that nurture children's cultural confidence, promote values compatible with family cultures, provide a culturally safe physical environment and encourage positive relationships. The discussion highlights the complexities of establishing culturally safe spaces in contemporary pluralist societies and we argue for an expansion of the permissive spaces that constrain such endeavours.

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Navigating Whiteness in Education: A Pasifika Perspective

Natapu-Ponton

2023

Handbook of Critical Whiteness

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Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Cited by 7 publications

References 4 publications

Fagogo—A Literary Cultural Perspective

Fagogo—A Literary Cultural Perspective

Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia

Navigating Whiteness in Education: A Pasifika Perspective

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