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Global Teaching pp 81–99Cite as

Palgrave Macmillan

A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in Aotearoa New Zealand

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Part of the book series: Education Dialogues with/in the Global South ((EDGS))

Abstract

Higher education institutions have used the banner of "diversity" for a wide range of initiatives that aim to support the presence of "different" bodies and perspectives within academic spaces. However, these initiatives tend to reproduce rather than transform dominant ways of knowing and being. Drawing on the work of Sara Ahmed, Pasifika scholarship, and using the methodology of social cartography of Rolland Paulston, this chapter explores what practices of diversity and inclusion could look like if epistemological dominance was recognized as problematic. Focusing on Pasifika in Aotearoa New Zealand, the authors explore how higher education institutions practice diversity and how Pasifika peoples in higher education have attempted to bring their own epistemological understandings into the Eurocentric space.

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Author information

Authors and Affiliations

  1. Educational Studies, University of British Columbia, Vancouver, BC, Canada

    Sereana Naepi, Sharon Stein, Cash Ahenakew & Vanessa de Oliveira Andreotti

Authors
  1. Sereana Naepi
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  2. Sharon Stein
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  3. Cash Ahenakew
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  4. Vanessa de Oliveira Andreotti
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Corresponding author

Correspondence to Sereana Naepi .

Editor information

Editors and Affiliations

  1. Western Sydney University, Penrith, NSW, New South Wales, Australia

    Carol Reid

  2. Charles Sturt University, Bathurst, Australia

    Jae Major

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Naepi, S., Stein, S., Ahenakew, C., Andreotti, V.d.O. (2017). A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in Aotearoa New Zealand. In: Reid, C., Major, J. (eds) Global Teaching. Education Dialogues with/in the Global South. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-52526-0_5

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  • DOI: https://doi.org/10.1057/978-1-137-52526-0_5

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