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Developing Equity for Pāsifika Learners Within a New Zealand Context: Attending to Culture and Values

New Zealand Journal of Educational Studies volume 51, pages 197–209 (2016)Cite this article

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.

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Authors and Affiliations

  1. Institute of Education, Massey University, Palmerston North, New Zealand

    Jodie Hunter, Roberta Hunter, Trevor Bills, Ingrid Cheung, Barbara Hannant, Kevin Kritesh & Rakesh Lachaiya

Authors
  1. Jodie Hunter
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  2. Roberta Hunter
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  3. Trevor Bills
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  4. Ingrid Cheung
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  5. Barbara Hannant
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  6. Kevin Kritesh
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  7. Rakesh Lachaiya
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Correspondence to Jodie Hunter.

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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

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  • DOI: https://doi.org/10.1007/s40841-016-0059-7

Keywords

  • Culturally responsive pedagogy
  • Equity
  • Language
  • Pāsifika values
  • Relationships