What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

Faletutulu, Grace

doi:10.26686/wgtn.17068043

Cited by 3 publications

(9 citation statements)

References 31 publications

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“…Pacific people' vision for their communities involves a deep appreciation and understanding of cultural roots. Today's Pacific leaders are negotiating the space between the knowledge that has been passed down to them from their ancestors and the Western environment in which they have been raised (Faletutulu, 2016).…”

Section: The Vision For Pacific People and Where Leadership Occursmentioning

confidence: 99%

“…Pacific extended family has also played a pivotal role in teaching and supporting the young Pacific generation to become leaders (Pene, 2009). Life at home and church has been the basis for learning as the younger Pacific generation continue to observe and imitate beliefs and values (Faletutulu, 2016). Pacific parents establish systems and processes that demonstrate to their children how they should behave (Santrock, 2011).…”

Section: Pacific Leadership Starts At Homementioning

confidence: 99%

“…This projection has significant implications for Pacific leadership in the future. Pacific leaders are important as they place emphasis on the Pacific worldview, they are the holders of critical cultural knowledge, and they can represent and negotiate with critical stakeholders and provide mentoring and support for young Pacific people (Faletutulu, 2016). Tiatia (2008) further discusses the resentment young Aotearoa-New Zealand Samoan people have about aspects of Fa'asamoa (Samoan way of life) where they mask their feelings for fear of reprimand and punishment.…”

Section: Challenges For Pacific Young People and Their Understanding ...mentioning

confidence: 99%

“…As shown in the literature, key data and literature continue to show that Pacific people living in New Zealand continue to experience poorer socio-economic outcomes than other New Zealanders (Counties Manukau DHB, 2006, Faletutulu, 2016Mila, 2010;MOH, 2014;MPIA, 2006;MPP, 2016;Naepi, 2019;Statistics NZ 2002Tiatia, 2008). Despite attempts by various Aotearoa-New Zealand governments to improve outcomes, the strategies used have failed to address the inequities.…”

Section: Responding To Pacific Community Expectationsmentioning

confidence: 99%

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Pacific Peoples Leadership in the Aotearoa-New Zealand Public Sector

Fagaloa¹

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Pacific people have experienced a turbulent introduction to life in New Zealand. The result has seen an over-representation of Pacific people in unemployment, health disparity, crime, and poor education outcomes (Marriott & Sims, 2014). Since the 1980s, Pacific public sector leadership roles have been established to support Pacific people and their communities. These public sector roles are the focus of this study. By strengthening Pacific leaders and leadership in the Aotearoa-New Zealand public sector, Pacific people and their outcomes can be improved. The aim of my research was to explore the experiences of Pacific leaders in the New Zealand public sector. The methodological approach used for this study was phenomenology which is aimed at illuminating specific experiences and meanings as they are perceived by the interviewees (Hycner, 1985; Lester, 1999; Paea, 2009). Pacific methods, such as Fa’afaletui (Tamasese, 2010) and Talanoa (Vaioleti, 2006), were adopted to best draw out such experiences from the leaders, with attention to the strengths of their leadership. The study discovered five themes: 1) Negotiation of multi-ethnic Pacific and Western constructs of leadership; 2) Creating safe environments for Pacific public sector leaders; 3) Valuing Pacific leaders as knowledge experts; 4) Access to equal employment opportunities; and 5) Growing Pacific leadership. The themes are located within a cultural metaphor of the Tuiga, a traditional Samoan headdress. The study offers recommendations for government and public sector agencies to better support Pacific leaders by genuinely integrating Pacific cultural capital within the policy, funding and workforce development areas of the public sector; provide safe environments by addressing racist and discriminatory practices within all levels of the public service with a specific focus on planning and funding, and workforce development units; value the contribution Pacific leaders and staff make to the public sector through promotion, reward and acknowledgement, ensuring Pacific leaders and staff access equal opportunities to develop and be remunerated equally; and build an agency-wide pipeline for future Pacific public workforce to develop into leadership roles.

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Section: The Vision For Pacific People and Where Leadership Occursmentioning

confidence: 99%

Section: Pacific Leadership Starts At Homementioning

confidence: 99%

Section: Challenges For Pacific Young People and Their Understanding ...mentioning

confidence: 99%

Section: Responding To Pacific Community Expectationsmentioning

confidence: 99%

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Pacific Peoples Leadership in the Aotearoa-New Zealand Public Sector

Fagaloa¹

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“…Public Service workforce data released in 2022 claims that "Pacific and Asian leaders continue to be under-represented" (Commission, 2022b, para.1 ) in senior leadership roles and that progress has stalled over the past five years. Given the number of policies and programmes available for the Pacifika workforce to achieve leadership roles within the Public Service, the enduring lack of Pacifika leaders persists (Fagaloa, 2022;Faletutulu, 2017); therefore, the policies and programmes seem to be largely ineffective enablers to achieving diverse leadership, therefore being non-performative.…”

Section: Figure 21 Examples Of Dandi Policies Included In the Datasetmentioning

confidence: 99%

Diversifying Leadership within the New Zealand Public Service: How institutional will becomes an institutional wall

Albert Llorente

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Aotearoa New Zealand will experience significant growth in its diverse population over the next 10 years. In response to this, the New Zealand Public Service wants to diversify its leadership, which is almost 90% NZ European, to better reflect the communities it serves. This thesis investigates how aligned Public Service policies are with current scholarship on diversifying leadership using institutionalism as a key political ideology. The methodology is a three-step process. First, an Official Information Act request was sent to 23 government agencies asking for their policies on diversity and inclusion, funding for diversity and inclusion, internal complaint processes, and how they knew they were not discriminating against their diverse workforce. Second, a thematic analysis of the scholarship was conducted, and third, a reflexive thematic analysis was used to analyse 1,500 pages of government documents received in response to the Official Information Act request. The findings demonstrate that there are currently formal and visible facilitators for diversifying leadership, but they are largely ineffective due to informal and invisible hurdles that are real and ignored. The mixed understanding throughout the D&I policies within the formal bicultural and implied multicultural frameworks adopted was one surprise finding that would need more research. It serves as a stark reminder that Māori-Crown obligations and Diversity and Inclusion initiatives are not easily reconciled, and that leaders in the public service still have a lot of work to do to overcome their own resistance to change, intersectional inclusionary practices, and developing a deeper understanding of the connections between formal and informal rules and norms, and the significance of the latter, in order to enable the former. According to these findings, the New Zealand Public Service may improve the possibility that its leadership will be more diverse if it recognises and addresses the informal, invisible barriers and increases the efficiency of the formal, visible facilitators.

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Valuing, growing and retaining Pacific leaders and teachers

Highley

2023

Kairaranga

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The Ministry of Education document Action Plan for Pacific Education 2020-2030 is a government commitment to transform outcomes for Pacific learners and their families. Key Shift 5 of this Action Plan focuses on valuing, growing, and retaining “teachers, leaders, and educational professionals with diverse Pacific heritages” (Ministry of Education, 2020a, p. 38). This professional inquiry explored what Key Shift 5 looks like within the Resource Teaching service. A literature review examined ethnic minority leadership in education, specifically looking at the enablers and barriers. The Pacific research method, talanoa, was used to give voice to the lived experiences of four ex-Resource Teachers: Learning and Behaviour (RTLB). Findings from this inquiry acknowledge the misrepresentation of Pacific in decision making spaces and highlight the benefits and advantages Pacific RTLB bring to their roles. The importance of support from senior management was indicated by all participants as a key factor in valuing, growing, and retaining “teachers, leaders, and educational professionals with diverse Pacific heritages”.

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What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

Cited by 3 publications

References 31 publications

Pacific Peoples Leadership in the Aotearoa-New Zealand Public Sector

Pacific Peoples Leadership in the Aotearoa-New Zealand Public Sector

Diversifying Leadership within the New Zealand Public Service: How institutional will becomes an institutional wall

Valuing, growing and retaining Pacific leaders and teachers

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