Abstract
Many Pāsifika students start their schooling fluent in their own language and with a rich background of knowledge and experiences. However, very quickly they join high numbers of Pāsifika students failing within the education system. The reasons are diverse but many link directly to the structural inequities they encounter which cause a disconnect (and dismissal) of their cultural values, understandings, and experiences. In this article we share the findings across multiple studies of the role that language, family, and respectful relationships hold as enablers or barriers to Pāsifika students’ access to education. We illustrate that when educators consider the language and culture of Pāsifika students and explicitly establish respectful and reciprocal relationships with the students and their family, learning is enhanced and their cultural identity positively affirmed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.
Alton-Lee, A. (2011). (Using) evidence for educational improvement. Cambridge Journal of Education, 41(3), 303–329.
Averill, R., & Clark, M. (2012). Respect in teaching and learning mathematics: Professionals who know, listen to and work with students. Set: Research Information for Teachers, 3, 50.
Bills, T., & Hunter, R. (2015). The role of cultural capital in creating equity for Pāsifika learners in mathematics. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), (pp. 109–116). Sunshine Coast: MERGA. pp. 109–117.
Cahill, F. (2006). Crossing the road from home to secondary school: A conversation with Samoan parents. Waikato Journal of Education, 12, 57–72.
Cheung, I. (2015). Culturally responsive teacher actions to support Pāsifika students in mathematical discourse (Unpublished Master’s thesis). Auckland: Massey University.
Civil, M., & Hunter, R. (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Journal, 26(4), 296–312.
Coxon, E., Anae, M., Mara, D., Wendt-Samu, T., & Finau, C. (2002). Literature review on Pacific education issues. Wellington: Ministry of Education.
Ferguson, P., Gorinski, T., Wendt Samu, T., & Mara, D. (2008). Literature review on the experiences of Pāsifika learners in the classroom. Wellington: Ministry of Education.
Hannant, B. (2013). What works: Academically successful Pāsifika males identify factors contributing to their educational outcomes (Unpublished Master’s thesis). Auckland: Massey University.
Hawk, K., Cowley, E. T., Hill, J., & Sutherland, S. (2002). The importance of the teacher/student relationship for Maori and Pasifika students. Set: Research Information for Teachers, 3, 44–49.
Hawk, K., Cowley, E. T., Hill, J., & Sutherland, S. (2005). The importance of the teacher/student relationship for Maori and Pāsifika students. Research Information for Teachers, 3, 44.
Hunkin-Tuiletufuga, G. (2001). Pasefika languages and Pasefika identities: Contemporary and future challenges. In C. Macpherson, P. Spoonley, & M. Anae (Eds.), Tangata o Te Moana Nui: The evolving identities of Pacific peoples in Aotearoa/New Zealand (pp. 196–211). Palmerston North: Dunmore Press.
Hunter, R., & Anthony, G. (2011). Forging mathematical relationships in inquiry-based classrooms with Pāsifika students. Journal of Urban Mathematics Education, 4(1), 98–119.
Kritesh, K. (2014). Strategies that support Pāsifika students with high learning needs: Perceptions of those in the field (unpublished Master’s project). Auckland: Massey University.
Lachaiya, R. (2015). The challenges faced by Pāsifika families with children diagnosed with Autism Spectrum Disorder (unpublished Master’s project). Auckland: Massey University.
Ministry of Education. (2009). Pāsifika education plan (2009–2012). Wellington: Ministry of Education.
Ministry of Education. (2010). Statement of Intent 2010–2015. Wellington: Ministry of Education.
Ministry of Education. (2012). Pāsifika Education Plan monitoring report 2010. Wellington: Ministry of Education.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132–141.
Nabobo-Baba, U. (2006). Knowing and learning: An indigenous Fijian approach. Suva: The University of the South Pacific.
Nakhid, C. (2003). Comparing Pasifika students’ perceptions of their schooling with the perceptions of non-Pasifika teachers using the “mediated dialogue” as a research methodology. NZ Journal of Educational Studies, 38(2), 207–226.
Ratliffe, K. T. (2010). Family obligations in Micronesian cultures: Implications for educators. International Journal of Qualitative Studies in Education, 23(6), 671–690.
Siope, A. (2011). The schooling experiences of Pāsifika students. Set, 3, 10–16.
Spiller, L. (2012). How can we teach them when they won’t listen? How teacher beliefs about Pāsifika values and Pāsifika ways of learning affect student behaviour. Set: Research Information for Teachers, 3, 58–67.
Tuafuti, P., & McCaffery, J. (2005). Family and community empowerment through bilingual education. International Journal of Bilingual Education and Bilingualism, 8(5), 480–503.
Vaioleti, T.M. (2001). We left our island, people and our culture to educate our children in New Zealand. Paper presented to the Educating Pasefika Positively, pp. 10–12.
Vaioleti, T. M. (2006). Talanoa research methodology: A developing position on pacific research. Waikato Journal of Education, 12, 21–34.
Young-Loveridge, J. (2009). Patterns of performance and progress of NDP students in 2008. Findings for the New Zealand Numeracy Development project 2008 (pp. 12–26). Wellington: Ministry of Education.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Hunter, J., Hunter, R., Bills, T. et al. Developing Equity for Pāsifika Learners Within a New Zealand Context: Attending to Culture and Values. NZ J Educ Stud 51, 197–209 (2016). https://doi.org/10.1007/s40841-016-0059-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40841-016-0059-7