The term “Pasifika” is a collective term for a diverse range of people from the Pacific region [1]. This webpage aims to provide insights into effective practices for educators working with Pasifika learners in tertiary and other educational settings, drawing from a collection of research and reports.
Key Principles and Approaches
Creating a Holistic Learning Environment
Research indicates that a successful learning environment for Pasifika learners involves the combined and interwoven contribution made by people, place, practices, and pedagogies [2]. These are considered key pillars for Pasifika learner success, built upon organisational policies and values that include specific targets for Pasifika achievement [2, 3].
Building Strong Relationships and Fostering Belonging
- Building meaningful relationships is crucial for Pasifika learners [4].
- Adopting a surrogate whanau/aiga concept and creating a sense of belonging and greater humanity are beneficial [5].
- The presence of Pasifika staff, student associations, and dedicated Pasifika spaces in tertiary institutions contributes to a comfortable and inclusive environment [5, 6].
- Teachers who are welcoming and ensure learners feel a sense of belonging are key [3].
Embracing Cultural Responsiveness
- Tertiary staff need to learn, reflect, and value the prior knowledge and life experiences that Pasifika learners bring with them [6].
- Teachers need to know their learners – their personal goals and external motivations – and show how education can lead to a successful life [6].
- Culturally aware, knowledgeable, empathetic, and responsive teachers are essential [3].
- Curriculum content and pedagogies should take into account the learners’ culture [7].
Valuing Pasifika Identity and Culture
- Creating opportunities to learn and value Pasifika languages, cultures, and identities is important [8].
- Pedagogies and practices that lead to success include curriculum content and teaching approaches that account for the learners’ culture [7, 9].
- Tutors can use Pasifika artefacts as models, symbols, metaphors, etc., as visual aids and use Pasifika language in tutorials [7, 9].
- Pasifika learners should be positioned at the centre of the study to understand their needs for their educational journeys [10].
Recognising Preferred Learning Styles
- Pasifika students may often have a preference for collaborative methods of learning, which can encourage them to feel safe in articulating their ideas [11].
- Providing opportunities for learners to talk about what they are learning works well for Pasifika students [7, 9].
- Pasifika students may learn best through practical, rather than academic-style teaching, including experience, face-to-face exposure, modelling, and practice [12].
Considering Communication and Language
- Tutors should be mindful that where English is a second language, it can be a barrier to learning [13].
- Using Pasifika languages and translation into and from English can be beneficial [14].
- Providing opportunities to identify and use Pasifika tutors that can break down terminology or explain concepts in Pasifika languages can be helpful [15].
Employing Culturally Responsive Assessment
- Consider a Pasifika framework for assessing Pasifika children, such as the fale tele metaphor with the pou tu (three posts) of alofa, tautua, and fa’aaloalo [16].
- Explore a range of assessment styles that are culturally responsive, for example, team projects and oral presentations [17].
Utilising Mentoring and Support Systems
- Providing mentoring programmes can support academic success for Pasifika students [18-21].
- Mentoring relationships between the mentor, students, and lecturers are important [19, 22].
- Culturally relevant peer support can enhance student engagement, retention, and success [22-24].
Engaging with Families and Communities
- Effective Pacific community engagement is critical to understanding and meeting the needs of Pasifika learners [25].
- Hearing the needs of Pacific learners from their parents, families, and communities helps educators to understand how best to support them [25].
- Step towards reciprocal partnerships with Pacific communities [26].
Practical Strategies for Educators
- Create a Pacific place of learning through artefacts [14].
- Use prayer and song if appropriate at the beginning and end of lessons [14].
- Provide opportunities for learners to tell their stories [14].
- Enable learners to co-construct the curriculum and practise learning in real-life settings [14].
- Develop positive relationships with students, being empathetic, caring, respectful, and motivating [7, 12].
- Use collaborative arrangements in the classroom, including group work [7, 9, 27].
- Ask students to summarise or put into their own words what has been said to check understanding [11, 27].
- Relate content to students’ own experiences and give examples [11, 12].
- Establish and maintain Pasifika cohort tutorials within programmes [17].
- Invite Pasifika expertise as guest speakers [17].
- Staff should attend Pasifika Professional Development workshops [17].
Resources and Further Information
- The interactive website (https://wayfindingpasifika.blogs.auckland.ac.nz) is a shared resource on navigating Pasifika success [28].
- Pasifika Cultural Centredness Pathways: An online learning tool supporting tertiary educators [29].
- Pasifika Success Indicators: Information from the University of Canterbury [30].
- Pacific Education Plan [31].
- Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners [32].
- TKI Inclusive Education website - Strategies for action with respect to Pacific learners [33].
- Ministry of Education website - COVID-19 information for Pacific learners and communities [34].
- NZQA material translated into Pacific languages [34].
Conclusion
Effectively working with Pasifika learners requires a holistic, culturally inclusive approach that values relationships, culture, language, and preferred learning styles. By implementing these principles and strategies, educators can create supportive environments that foster the success of Pasifika learners.
References
- [10] Excerpts from "CHERIE-CHU-From-Good-to-Great-The-10-Habits-of-Phenomenal-Educators-for-Pasifika-Learners.pdf"
- [29] Excerpts from "Pale-Sauni-Ako-Aotearoa-Pasifika-Cultural-Centredness-Pathways.pdf"
- [5, 6] Excerpts from "REPORT-Cultural-treasures.pdf"
- [4, 11, 12, 27] Excerpts from "supporting-pacific-peoples-participation-in-the-new-zealand-horticultur.pdf"
- [7, 9, 14, 16, 22] Excerpts from "SYNTHESIS-REPORT-Success-for-Pasifika-in-tertiary-education-Highlights-from-Ako-Aotearoa-supported-research.pdf"
- [1] Excerpts from "coffee-break-guide-engaging-pasifika-students.pdf"
- [2, 3] Excerpts from "SYNTHESIS-REPORT-Success-for-Pasifika-in-tertiary-education-Highlights-from-Ako-Aotearoa-supported-research.pdf"
- [18-21] Excerpts from "RESEARCH-REPORT-Supporting-Pasifika-Students-Academic-Success-through-Mentoring.pdf"
- [23, 24] Excerpts from "RESEARCH-REPORTCulturally-Relevant-Peer-Support.pdf"
- [8] Excerpts from "TOOL-Pasifika-Success-Indicators.pdf"
- [15, 17] Excerpts from "TOOL-Pasifika-Success-Indicators.pdf"
- [25, 26, 31-34] Excerpts from "Talanoa+Ako+–+Make+it+HAPPEN+Have+an+Action+Plan+for+Pacifc+Education+Now!.pdf"
- [13] Excerpts from "supporting-pacific-peoples-participation-in-the-new-zealand-horticultur.pdf"