TapasāCultural competencies framework for

teachers of Pasifika learners

DRAFT FOR CONSULTATION

June 2017

Foreword (Minister)

2

ContentsIntroduction..........................................................................................................................................4

Knowing yourself.............................................................................................................................5

Assumptions....................................................................................................................................5

Ngā turu - the competencies.............................................................................................................6

Turu 1: Identity, language and culture.........................................................................................6

Turu 2: Collaborative and respectful relationships and professional behaviours...................7

Turu 3: Effective pedagogy for Pasifika learners........................................................................7

Tapasā – the framework....................................................................................................................8

Case study analysis flow chart....................................................................................................11

Working with Tapasā........................................................................................................................12

Examples of Pasifika models and frameworks.............................................................................13

Glossary.............................................................................................................................................14

Some useful websites......................................................................................................................15

Some useful references...................................................................................................................17

3

IntroductionPasifika parents, families and communities value education. New Zealand’s world class education system needs to deliver for all learners including Pasifika to ensure equitable outcomes for all. The Pasifika Education Plan (PEP) sets out the Government’s strategy for Pasifika success where Pasifika learners are secure in their identities, languages and cultures, participating, engaging and achieving in education, and contributing fully to Aotearoa, New Zealand’s social, cultural and economic wellbeing. Research shows that good leadership and high quality teaching make the biggest difference in student achievement within the classroom and in schools.

Building Pasifika competencies across the education workforce is one of the PEP’s key targets. Skilled and confident teachers and leaders are important for Pasifika educational success. At the center of Pasifika educational success are the learners, their parents, families and communities. Pasifika parents know that educational success is achieved when teachers and leaders: recognise and build on what they, their children, families and communities

already know and value, and integrate those understandings and expectations, values, beliefs and knowledge

into the teaching and learning, school planning and policy setting spaces.

Pasifika or Pasifika peoples are umbrella terms used to categorise a diverse range of peoples from the Pacific region who now live in New Zealand but continue to have family and cultural connections to Pacific Island nations. Pasifika identify themselves with the islands and cultures of Samoa, Tonga, Cook Islands, Fiji, Niue, Tokelau, Tuvalu and other Pasifika heritages. They may be recent migrants, long settled in New Zealand, or New Zealand-born. Pasifika also have increasingly multi-ethnic heritages. It is important that teachers and leaders are aware of and respond to these diverse, ethnic-specific, as well as multiple identities and characteristics and realise that one-size-fits-all approaches are ineffective.

The Ministry of Education, partner education agencies and the wider sector must engage and respond well to the shared and ethnic specific identities, languages and cultures of each Pasifika group and learners from those groups, drawing on their processes, methodologies, theories and knowledge.

Tapasā emerges from this knowledge and provides the overarching navigational tool, in the form of a framework, to support teachers and leaders to engage, challenge, shift and transform their way of thinking and practice, and understandings of Pasifika success.

4

Tapasā brings Pasifika perspectives to effective and quality teaching practice at different stages of a teachers’ journey in key areas and transition points for Pasifika learners in early learning, primary and secondary education. This will help set them up to participate and enjoy success in tertiary education, the work place and beyond. It builds on the PEP and weaves together the many small and significant strands in Pasifika-focused classroom theories and practices some of which are already taking place.

Tapasā is the Samoan term meaning compass. In this context, it symbolises a conceptual navigational tool or framework to support teachers and leaders to strengthen their Pasifika capability and capacity, and confidence when teaching and working with Pasifika learners, their parents, families and communities.

Knowing yourself

It is important that teachers and leaders understand their own distinctiveness, identity and culture in deep and meaningful ways in order to genuinely engage and respond to the distinctive identities and cultures of others. The ability to reflect on the taken-for-granted beliefs and ideas that are held within their own culture will enable teachers and leaders to recognise their inbuilt assumptions.

Teachers are responsible for groups of learners with histories, perspectives, values and cultures that are very different from theirs, and even vary between each learner, in significant ways. This is the beginning of the development of the openness and reflection that teachers need to create relationships for learning with students who have cultural knowledge, languages and experiences different to theirs. Knowing yourself is not only about identity and self-reflection it is to also understand ones’ own biases, prejudices and actions of privileging.

Tapasā will assist teacher reflection and development so that teachers can support all Pasifika learners to achieve their potential.

Assumptions

Tapasā assumes that users: are developing effective, high quality pedagogy and can use Tapasā to further

strengthen, build-on and develop responsive pedagogy for diverse Pasifika learners that is linked to current theory, research and effective practices that might include ethnic-specific approaches;

5

recognise the importance of cultural locatedness1 in the classroom, the school and for student achievement;

acknowledge that each learner and groups of learners and their identities, language and culture are at the centre of effective pedagogy for Pasifika success;

are aware that Pasifika learners learn differently from each other and their peers; recognise the importance of cycles of review and improvement as an important

part of effective pedagogy; understand that culture is more than just ethnicity and race which means the

notion of culture is not just the domain of others or minority groups. They themselves also have ‘culture’;

recognise Tapasā as an opportunity for building their understanding of Pasifika learners, parents, families and communities and broadly enhance their learning and practice; and

are able to build on and become confident and competent in themselves as teachers for Pasifika and all learners.

Ngā turu - the competenciesNgā turu within Tapasā describes and connects the behaviours, qualities and features that enable teachers and leaders to navigate and implement Tapasā at different stages. Each turu is distinct yet interconnected, and in the classroom, all turu may be occurring simultaneously. Each turu need to be considered together in order to demonstrate change in thinking and practice that leads to Pasifika educational success.

The turu are:

Turu 1: Identity, language and culture

Demonstrate awareness of the diverse and ethnic specific identities, languages and cultures of Pasifika learners.

Turu 1 is about teachers’ understanding that spirituality, distinctive and ethnic specific identities, languages, cultures and strengths of Pasifika learners inherently shapes the way they think and learn. The motivations influencing their thinking and learning is manifested in the different ways they respond or similar ways they behave in different situations. It is seeing and knowing that Pasifika learners bring their own knowledge and teachers need to build on this knowledge. Teachers who are confident in their own identity and distinctiveness will appreciate the distinctive and ethnic specific identities, qualities and contexts of each of their Pasifika learners and will reflect this in their planning, classroom teaching and relational endeavours.

1 Cultural locatedness in this context refers to the focus of the competencies at different stages of a teaching career. In the classroom, it can mean teachers shifting (physically, mentally, emotionally, professionally) learning, teaching and practice into locations or spaces that is safe, comfortable and culturally ‘fits’, and is receptive to the learner (Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education).

6

In practice, Turu 1 is about relational and united approaches in building a future for learners that is respectful of their past and background. For teachers, it is about effectively teaching academic knowledge while enhancing their ancestral knowledge to prepare them for a gainful future secure in their own identities.

Turu 2: Collaborative and respectful relationships and professional behaviours

Establishes and maintains collaborative and respectful relationships and professional behaviours that enhances learning and wellbeing for Pasifika learners.

Turu 2 represents the importance of strong, reciprocal, responsive and collaborative relationships, partnerships and engagement between the teacher, the school and the learner, their parents, families and communities. These relationships are evident within and across all stages of the learner’s educational journey towards success. Effective and meaningful engagement is essential for Pasifika learner success that needs to be established early on in early learning settings and maintained throughout their learning journey in schools and tertiary institutions to ensure success later in life.

In practice, the teacher and school need to utilise Pasifika constructs to engage and collaborate in different ways that empower Pasifika learners, parents, families and communities. Turu 2 alludes to the reciprocal notion of collaborative power sharing and relationships where schools critically examine whose knowledge is being taught and valued, recognising that the existing system often privilege majority ‘culture’ and knowledge. Schools need to recognise this and create relationships and spaces for learner knowledge to be valued within the classroom and school system.

Turu 3: Effective pedagogy for Pasifika learners

Implements pedagogical approaches that are effective for Pasifika learners.

Turu 3 refers to the journey undertaken and the outcomes desired by Pasifika learners and their families / ‘aiga to achieve success at school. Turu 3 brings Pasifika strengths and understanding to existing teaching standards and competencies, as well as code of ethics and effective pedagogy in the classroom so that teaching practice is relevant and personalised to the learner. It means teachers need to understand that Pasifika learners inhabit different realities, learn and engage in multiple ways and come into the classroom with unique skills, talents and knowledge.

7

Tapasā – the framework [note this A3 will be reformatted for final printing]

Tapasā Competency

Tapasā Indicators

What this means for

A student teacher

A beginning teacher An experienced teacherA leader

Who builds on previous successful theorising and behaviours to:

Turu 1: Identity, language and cultureDemonstrate awareness of the diverse and ethnic specific identities, languages and cultures of Pasifika learners.

1.1 Understands his or her own identity and culture, and how this influences the way they think and behave

1.2 Is aware of diverse ethnic specific differences between Pasifika groups and commits to being responsive to this diversity

1.3 Understands that Pasifika worldviews and ways of thinking are underpinned by their identities, languages and culture.

1.4 Use evidence and data to demonstrate understanding of diverse, ethnic specific contexts, identities, languages and culture between Pasifika groups in their planning, teaching and assessments

1.5 Understands the socioeconomic, demographic, historical as well as contemporary profiles of Pasifika learners, their parents, families and communities, and its impact on learning and wellbeing from a Pasifika perspective

1.6 Demonstrate understanding of diverse Pasifika infant, toddler and child caring practices in early learning settings.

1.7 Demonstrate complex and advanced understanding, knowledge and practice of Pasifika ethnic specific being, identities, languages and culture

1.8 Demonstrate a strengths-based practice, and builds on the cultural capital Pasifika learners, their parents, families and communities bring to the classroom and the school

1.9 Support colleagues to build their knowledge and understanding of Pasifika ethnic specific identities, languages and culture

1.10 Is aware of cultural protocols and sensitivities in Learning Support settings and seeks support to develop and build inclusive education capability.2

1.11 Demonstrate understanding that some Pasifika learners share multiple heritages and know the importance of supporting multiple identities, languages and cultures in their educational success and achievement

1.12 Ensures colleagues, Pasifika learners and their parents understand the role of Pasifika in the context of Te Tiriti o Waitangi with tangata whenua.

1.13 Lead learning and teaching that is responsive to Pasifika ethnic specific identities, languages and culture across syndicates and networks of schools

1.14 Ensure the school charter, strategic and achievement plans reflects the importance of identities, languages and culture in Pasifika educational success

1.15 Prioritise resources, training and support for teachers, school leadership and governance to strengthen their capability and capacity to work and engage effectively with Pasifika learners, parents, families and community

Develop strategies for future environments and evolvement of Pasifika ethnic specific identities, languages and culture.

CASE STUDIESCase Study: Using data to know and understand the learner and how they can learn in different ways Mary, a new graduate teacher, moved to Invercargill recently and will start teaching Year 6 students at a local primary school with high numbers of Pasifika students. To help her understand the local community better she searched local city council data, online databases and requested information from the school principal. Mary discovered that many of the Pasifika families had moved to Invercargill from Auckland and Wellington for employment. She learnt that the majority of the Pasifika students were of Cook Islands, Samoan and Tongan descent and that there were specific differences in identity, language and culture between these groups and noted this in her planning and practice.

She discovered that there was a local Pasifika health and social service and a local church hosted a weekly Pasifika service attended by many of the students their families on Sundays. Mary visited these places during the year to get to know the families better. She learnt the names of her students and how to pronounce them correctly and where they came from. She was able to learn some of the greetings from each Pasifika group and began the planning to include Pasifika words, concepts and values in her lessons.

As Mary got to know her students and their families’ better she observed the rich intellectual and cultural capital her students had developed with her students. Mary co-designed a project with students and their families called “Making Invercargill our home” to get to know them better.

Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Case Study: Recognising diversity within and between Pasifika groups In her ongoing research to get to know her students better, Mary noticed differences within and between Pasifika ethnic groups. For example, she discovered that the Cook Islands were comprised of 15 main islands spread across the Pacific ocean with distinct linguistic and cultural differences between islands. She understood that the Cook Islands were one of three realm countries of New Zealand, with self-government status, and that while they were technically New Zealanders, they valued their own stories, languages, intra-identities and traditions, dualities and complexities. Mary decided that she would engage with her Cook Islands students and their parents to find more information about these differences.

During classroom discussions Mary noticed some differences between her Pasifika students. Her Samoan students including NZ-born for example spoke about the importance of church, family, island home village affiliations and the Samoan language to their sense of identity. This was supported by research she had undertaken, such as the Youth 2000 study by the University of Auckland which showed that Samoan young people had significantly strong cultural and church-related connections and identities with over half fluent in the Samoan language. Data from NZ Statistics also supported this pattern where church attendance and participation was high within the Samoan population compared with other groups. Mary also discovered that for some of her students, particularly her recently arrived Tongan students and their families, English may be their second language and that extra support for them may be needed. Mary made a commitment to continue to develop her knowledge of the Tongan language, customs and culture by engaging with her Tongan students, their parents, families and community leaders. She sought support from her Tongan students and their parents to help her with her pronunciation of some Tongan words.

For Mary, these examples were not only beneficial learning experiences for her it also helped her strengthen her relationship with her students and their parents. Mary was able to reflect on her ongoing research which confirmed for her that Pasifika children are diverse and learn differently from each other despite seemingly similar backgrounds. She planned and developed strategies to incorporate this understanding into her practice and assessment. She also understood that cultural knowledge and identity must not be replaced by school knowledge and values. Rather, it must be the foundation on which the school curriculum will build on.

Case Study: Strengthening identity and culture and student success through Pasifika cultural groupsTere, a secondary school teacher in Auckland observed that there were some tensions between participation in Pasifika cultural groups such as Poly club and activities, and the time away from their classes for participating students. She also noticed the pressure on Pasifika teachers to lead the preparations for the annual “Poly fest” cultural festival for secondary schools. Tere wanted to strengthen the benefits of student engagement in cultural activities and enable community support for the students. Tere also wanted to have a structured plan so that the students did not fall behind in their work. Tere worked with her colleagues to hold community meetings and the community identified people to support and lead the Poly Fest preparations in the school. Tere and her colleagues’ also co-constructed workshops and extra tutorials in subjects for students and in Poly fest preparations and practices. Tere wanted to know how Poly club and Poly fest participation benefitted her students particularly in learning and achievement from a students’ perspective. She worked with senior students to develop, implement and analyse the results of a simple survey. The survey found that overall, participation in cultural groups such as Poly club and Poly fest had a positive impact on student learning and engagement. For example, students reported that they were able to apply the planning and time management skills they learnt in Poly club to their school work. Students also gained confidence in themselves, self-identifying strongly with who they were culturally. They felt more confident in the classroom, and in some cases were able to use real life scenarios or examples from their Poly club and Poly fest experiences in the classroom. Tere, with the help of her students was able to collate the findings into a report and present it to the school leadership team and the board, re-affirming the importance and benefits to the school and student learning and achievement of Poly club and Poly fest participation.

Some guiding questions What cultural and prior knowledge do my students bring to class and how can I incorporate this in my practice? How do I integrate Pasifika knowledge, methodology and pedagogies with non-Pasifika ones to enrich the learning of both Pacific and non-Pasifika? What are my students and their families’ aspirations for the future and how can I assist them to reach their goals? What difference is my teaching practice making to Pasifika learner achievement? How will I know? What are some of the shared attributes and distinct differences of the various Pasifika ethnic groups? How are these different?

Some useful links Read: Vaioleti, T.M. (2011). Talanoa, Manulua and Founga Ako: frameworks for using enduring Tongan educational ideas for Education in

Aotearoa/New Zealand. Unpublished PhD thesis. http://researchcommons.waikato.ac.nz/handle/10289/5179 Read: Fairburn-Dunlop, T.G. (2010). Pacific youth connecting through poly in Youth voices, youth choices: identity, integration and social cohesion in

culturally diverse Aotearoa/New Zealand. Victoria University of Wellington, p20. http://www.victoria.ac.nz/cacr/research/youth-family/youth-voices,-youth-choices/Youth-Voices-Youth-Choices-report.pdf

Watch ‘Connecting Polyfest with academic performance’: http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Polyfest.

2 A useful resource to support development in this area can be found here: file:///C:/Users/richardt/Downloads/Implementing%20an%20Inclusive%20Curriculum.pdf

8

What do I understand about the diversity within Pasifika groups in my community? Who are the groups that I need to link with, within the Pasifika communities and within the senior leadership of the school? How will I ensure that this new way of working spreads the load and is not a barrier for student success at Poly Fest and at school? How can I plan to ensure that the skills that students learn during preparation for Poly Fest can be used effectively in the classroom to strengthen the

learning and achievement of all students?

Watch ‘Know your students’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Know-your-students. Watch ‘Student advice for teachers’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Student-advice-for-teachers. Watch ‘Each student is unique’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Each-student-is-unique.

Turu 2: Collaborative and respectful relationships and professional behaviour

Establishes and maintains collaborative and respectful relationships and professional behaviours that enhances learning and wellbeing for Pasifika learners

2.1 Understands his or her worldviews and ways of building relationships differ from those of Pasifika learners

2.2 Understands that there are different ways to engage and collaborate successfully with Pasifika learners, parents, families and communities

2.3 Is aware of the importance of respect, collaboration and reciprocity in building strong relationships with Pasifika learners, their parents, families and communities.

2.4 Demonstrate understanding of the importance of collaborative and respectful relationships for successful learning

2.5 Adopt a range of strategies to communicate clearly and build effective relationships with Pasifika parents, families and communities

2.6 Demonstrate understanding of Pasifika values of reciprocity and respect in relationship building and communication

2.7 Understand the importance of shared knowledge and power collaborative relationships.

2.8 Engages with Pasifika learners, their parents, families and communities in all aspects of teaching and learning pathways

2.9 Extensively use Pasifika resources, tools, references and conceptual models to enhance communication and relationship building in planning, teaching and assessments

2.10 Incorporate Pasifika words, songs, activities, and artifacts to connect and engage with children and their parents

2.11 Support colleagues to strengthen their abilities to build and establish collaborative and respectful relationships and communicate clearly

2.12 Critically reflect and examine whose knowledge is being taught and valued in classroom practice in order to balance and enhance power sharing collaborative relationships.

2.13 Can evidence and visibly demonstrate strong collaborative and respectful relationships and reciprocal partnerships with Pasifika learners, parents, families and communities that is linked to learning and achievement

2.14 Has strong relationships with Pasifika community and cultural leaders

2.15 Prioritise resources and support for teachers, school leadership and governance to strengthen their Pasifika capability and capacity around building and establishing respectful and collaborative relationships

2.16 Grow and lead authentic and respectful relationships with the Pasifika sector and community leadership

Recognise and support initiatives to strengthen relationships and provide spaces for learner knowledge to be valued within the classroom and school system.

CASE STUDIESCase Study: Building relationships through shared understandings Caroline, an English teacher, wanted to engage better with the Pasifika students in her class so she could get to know them better and look at ways to help with their learning through better engagement. Caroline understood the importance of positive engagement in relation to student achievement, so she worked with one of her Pasifika colleagues to develop and implement an engagement strategy with her students. In one example she started using Pasifika literature by Pasifika authors with characters and backgrounds that her Pasifika students could identify with in her lessons. In another she used Pasifika events and practices to generate dialogue and discussion with her students. Over time, Caroline noticed greater engagement and responsiveness, as well as active participation among her students in a range of classroom and learning activities compared to before she implemented those strategies. There was also corresponding increase in the achievement levels of her students. Caroline reflected on her own thinking and how it had also changed her understanding of her students and her teaching practice.

Case Study: Connecting with parents through cultural knowledge and as co-teachers Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts. With guidance from his colleagues Paul was able share his idea with some of the parents of his students and invited them to talk about umu-making, to ‘co-teach’ the class. Paul was able to explain these scientific concepts using the information provided by the co-teaching parent. Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Some guiding questions How does the way I relate to my students differ from the way I engage with their parents, families and communities? What am I engaging about? Is the way I connect and engage with my students, their parents, families and community making a difference? How do I know this? What do ‘reciprocal’ and ‘respectful’ relationships mean in a Pasifika context? Are they the same for me? How did I link the gender roles within my Pasifika construct example that enabled all my students to get the benefit of the thermodynamic lesson?

Some useful links Watch ‘Relationships and community’: https://www.youtube.com/watch?v=eygBgH-BRps. Watch ‘Strong student connections’: http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Strong-student-connections.

Turu 3: Effective Pasifika pedagogy

Implements pedagogical approaches that are effective for Pasifika learners

3.1 Recognises that all learners including Pasifika are motivated to engage, learn and achieve

3.2 Knows the importance of Pasifika cultural values and approaches in teaching and learning

3.3 Understands that Pasifika learners learn differently from each other and that pan-Pasifika approaches are not as effective as personalised, ethnic specific approaches

3.4 Understands the aspirations of Pasifika learners, their parents, families and communities for their future and sets high expectations.

3.5 Articulate and demonstrate a teaching philosophy and approach that considers the holistic and collective aspects of Pasifika learners, their parents, families and communities

3.6 Actively seek and adopt different, ethnic specific ways of instruction and working with Pasifika learners, parents, their families and communities

3.7 Understands the dual and multiple contexts and world views Pasifika learners navigate including Pasifika/non-Pasifika, familiar/unfamiliar, local/global, past, present and future

3.8 Understand that Pasifika learners come with prior knowledge and are equal partners together with their parents, families and communities in determining their learning journey and what achievement and success means to them.

3.9 Demonstrate classroom pedagogy that takes into account and incorporates Pasifika ethnic specific starting points, knowledge, learning styles and preferences which are clearly evident in lesson plans and teaching practices

1.16 Extensively uses Pasifika worldviews, statistical data, research evidence, references and conceptual models in their planning, teaching and assessments

3.10 Use data and evidence including the different Pasifika conceptual models and frameworks as a reference and guide for planning, teaching and assessment

3.11 Engage with and contribute to evidence and professional literature to add to and/or refresh/update understanding of Pasifika pedagogy, especially in a modern and future-focused context

3.12 Demonstrate understanding of establishing ethnic specific culturally safe spaces and settings as critical in learning for Pasifika learners

3.13 Further develop and strengthen adaptive expertise in teaching and learning to ensure Pasifika learners are confident and successful in both Pasifika and English-medium contexts

3.14 Engage in ongoing professional learning and development and seek support to further develop and strengthen their Pasifika confidence and capability

3.15 Ensure the school charter and achievement plan reflects the importance of effective pedagogy that supports Pasifika education success and achievement.

3.16 Prioritise resources and support for professional learning and development for staff that strengthens their pedagogy in effective teaching and learning practice for Pasifika.

3.17 Establish evidence-based and meaningful data-driven goals, monitors, and initiatives to strategically plan for higher Pasifika achievement levels.

3.18 Continuously build, expand and share the school’s range of Pasifika resources and information within and between schools

3.19 Actively work and engage in professional learning and development in current Pasifika education issues and trends in relation to Pasifika learner achievement.

3.20 Lead the development of adaptive expertise within and between schools to enable reflective practices that are most effective with diverse Pasifika learners.

CASE STUDIES

9

Case Study: Explaining ideas and understanding through Pasifika concepts – a Samoan example

Lisa, a Samoan history teacher, used the story of the Mau movement in Samoa (early 1900s) as the beginning point to explain and discuss concepts such as nationalism, communism and colonialism in her class. Lisa knew that this was a highly sensitive and personal topic for some of her, mostly Samoan students, but because she had developed a strong rapport and understanding with her students she felt comfortable about introducing this topic. A discussion with a senior colleague about creating ‘safe spaces’ for these types of sensitive discussions also gave her confidence. Lisa used the Mau movement as the ‘hook’ for her students which enabled her to contextualise the learning outcomes for her students in a culturally significant and relevant way. She then shifted and broadened their thinking to a global context by discussing world war events to further illustrate these concepts. The use of war stories also appealed to her mostly male students. Through this approach, her students were able to engage, participate, learn and understand these complex concepts and in their own words. Her students were able to apply this approach in other areas of critical thinking and analysis. In another learning lesson, Lisa was able to further build their critical analysis thinking by using the Dawn Raids (1970s) as a research topic for her students to explore their understanding of the impact of these types of historical events on the socio-political situation for Pasifika today.

Case Study: Empowering children through Pasifika concepts and activities – a Niuean exampleStephanie, an experienced early childhood teacher, wanted to continue strengthening and further developing the cultural identity and language skills of her Niuean early learners in meaningful and engaging ways. This was linked to the Te Whāriki learning goal to empower children and be confident in their identity, language and culture by exploring new materials and activities, and enable them to make choices.  Together with some of the parents and family members, they designed a programme of activities over a period of time that coincided with key cultural dates and events, as well incorporating Niuean cultural practices in the planning of the activities. One of the activities was the making and painting of the Ie pili Niue, the Niue bed spread. To prepare, materials such as paint, brushes, cloth and other resources needed for this activity were gathered by the teacher and parents. The children helped set up the classroom by covering the tables with newspapers and spreading the white cloth across the table as well as helping fix and secure the material to the table. One of the mothers demonstrated to the children how to draw and design a flower pattern before letting them to design their own patterns. Stephanie observed a lot of communication, instructing, interacting and negotiating turn-taking between the children to decide who should draw, how and what kinds of patterns to draw and colours to use. She noticed the parents interacting with the children in the Niuean language, using Niuean words to describe the different colours and types of flower patterns where some of the children would respond in Niuean. Stephanie also noticed the children were concentrating, challenging as well as complimenting each other, playing alongside each other and respecting each other’s working space. At the end of the activity, the children helped clean up and put the materials away. During mat time, Stephanie asked the children how they felt about the activity. In response, the children replied that they had fun being able to create and design their own patterns and enjoyed learning new words in the Niuean language. Stephanie noted her observations and the way the children actively engaged and participated in the activity as part of the ‘Learning Story’ for each child in her class.

Some guiding questions What do I know about teaching practices designed specifically to improve outcomes for Pasifika students? What do I do to invite interest from non-Pasifika students and other educators in the success of Pasifika students? How do I use both future focused methodologies as well as traditional ones to ensure that learning by Pasifika students are grounded on their

knowledge and prepares them for a globalised future? Do they mean the same for me?

Some useful links Read: Si’ilata, R. K. (2014). Va`a Tele: Pasifika riding the success wave on linguistically and culturally responsive pedagogies. The University of

Auckland. ResearchSpace@Auckland https://researchspace.auckland.ac.nz/handle/2292/23402. Si‘ilata, R., Dreaver, K., Parr, J., Timperley, H., & Meissel, K. (2012). Tula’i Mai! Making a Difference to Pasifika Student Achievement in Literacy. Final

Research Report on the Pasifika Literacy Professional Development Project 2009 – 2010. Auckland: Auckland UniServices Ltd. http://www.educationcounts.govt.nz/publications/pasifika_education/literacy-professional-development-project-2009-2010

10

Case study analysis flow chart

This flow chart is provided to support users of Tapasā in the analysis of case studies and generate further thinking and discussion.

11

CASE STUDY

Identify the key elements in the case study that link to the ‘turu’ and to the evidence

Provide examples from the text in the case study.

Identify next steps for the teacher and the students/children

Identify what is missing in the teacher ‘thinking ‘ linked to the ‘turu’ and the evidence

Identify any challenges and issues that come out of the case study – for the teacher and for the students / children.

Links to:

Sources of further evidence Prompt questions for further

discussion Resources that will extend

teacher thinking, planning and assessment.

Working with Tapasā

Tapasā is designed to support teachers to become more confident and competent when engaging with Pasifika children, their parents, families and community. It is most effective when it is considered alongside legislated core teaching professional standards, code of ethics and other relevant guidelines, competencies and frameworks.

Tapasā can also be used by school, education leaders and providers as a reference and resource to support them in a range of activities such as school-wide planning, developing local curriculum, induction and mentoring, appraisals, as well as professional learning and development. It can support the development of guidelines and priorities when working across a network of schools and organisations. It can support Communities of LearningKāhui Ako with identifying and establishing achievement challenges and identifying workforce, personnel needs as well as resources that will enable these communities to achieve their shared learning goals and aspirations.

Board members might find value in using Tapasā to inform strategic direction and policies, complement efforts to strengthen Pasifika capability and capacity at governance level through training, and develop tools to support the aspirations of their Pasifika learners, their families and local community.

Tapasā can be used by education agencies in their planning and strategies to address Pasifika priorities in their respective domains. Teacher training providers might also find Tapasā helpful in supporting their efforts to improve and design teacher training and develop professional development programmes that are more responsive to the needs of Pasifika learners, their parents, families and community.

12

Examples of Pasifika models and frameworks There are numerous Pasifika models and frameworks that might be helpful for teachers. A small selection is summarised in the table below. These have been developed by Pasifika researchers, educators and practitioners to capture and articulate Pacific worldviews, knowledge and cultural frameworks. While not all are education-specific they are useful guides for teachers and leaders in the classroom, teaching practice and planning and assessment, as well as engagement.

Talanoa Kakala Fa’afaletui Fonofale Tivaevae

Tongan (also Fijian and Samoan) Tongan Samoan Samoan Cook Islands

Dr Timote M. Vaioleti Professor Konai H. ThamanKiwi Tamasese, Carmel Peteru, Charles

Waldegrave, Allister BushFuimaono Karl Pulotu-Endermann Teremoana Maua-Hodges

Tala means to inform, tell, relate and command, as well as to ask or apply

Noa means of any kind, ordinary, nothing in particular. Noa in pedagogy can mean contextual fluidity to suit collective goals, learner’s cultures and aspirations

Talanoa can occur in different forms from simple informing to interviewing, critical discussion and evaluation

This holistic model is almost always carried out face-to-face

Useful framework for communicating and engaging with staff, families and community.

Source(s): Developing position: http://whanauoraresearch.co.nz/files/formidable/Vaioleti-Talanoa.pdf ; Differentiating talanoa: http://search.informit.com.au/documentSummary;dn=674853083445219;res=IELHSS.

There are three key processes associated with kakala, a Tongan term meaning fragrance or smell of a plant. They are: toli - collecting and selecting the best flower for the garland; tui - sewing the flowers together; and luva - presenting of the garland to the person intended for it

The model provides a template for schools and families to plan and select the activities or ‘garland’ to present to their learners, school and families, parents and community. Schools can use this framework to define a selection of activities and how they will use that activity to work with teachers, families and the community

The focus of kakala is on the development of teaching and learning that is culturally inclusive for Pasifika teachers and students.

Source: https://akoaotearoa.ac.nz/project/pasifika-learners-and-success-tertiary-education/blogs/kakala-framework-prof-konai-thaman.

Generally, fa’afaletui relates to the critical iterative process of weaving (tui) together all the different expressions of knowledge from within various groupings such as gender separation within the cultural community. This allows the appropriate cultural protocols to be addressed and permit issues considered tapu (sacred and forbidden) to be discussed openly

Similarly, the person at the top of the mountain, the top of the tree and in the canoe but close to the school of fish will have different but equally important perspectives

In the classroom, the teacher should seek the views of the child, their parents, families and communities for a well-rounded perspective and understanding of their situation and background.

Source: http://familycentre.org.nz/Publications/filesSocialPolicyResearch/Ole%20Taeao%20Afua%20the%20new%20morning.pdf.

The fonofale model is a dynamic Pasifika model of health that uses key parts of the fale to represent inter-related and holistic Pasifika values and beliefs

The foundation represents ‘aiga / family; the roof represents culture; the four pou / posts represent spiritual, physical, mental and other (age, gender etc) dimensions; notions of time, environment and context encircle the fale

This model is able to be applied in the classroom to assist with planning and teaching that considers the child’s holistic needs.

Source: http://www.hauora.co.nz/resources/Fonofalemodelexplanation.pdf.

This model draws on the tivaevae appliqué quilt within Cook Islands culture

The model provides a framework for collaboration and working together where each member is allocated a task

The quality of the completed tivaevae is a reflection of the combined efforts of each individual within the collective and the strength of the relationships and communication

The model can be linked to the following key values: tā’okotai (collaboration), tu ‘akangāteitei (respect), ‘uri’uri kite (reciprocity), tu inangaro (relationships), ‘akairi kite (shared vision).

Source: https://akoaotearoa.ac.nz/community/auckland-teu-le-vaa-workshop-forum/forum/pasifika-models-research.

13

14

Glossary ‘Aiga (Samoan) immediate and extended family

Fale (Samoan) house

Ngā (Cook Islands Māori) Pair, two or collective, multiple, more than one

Pasifika A term that describes people from Pacific Nations or who identify with Pacific Nations because of ancestry or heritage

Talanoa (Tongan also Samoan, Niuean and Fijian) A term that can be referred to as a conversation, dialogue, an exchange of ideas or thinking, whether formal or informal, but typically face to face

Tapasā (Samoan) Compass. In this context it is used as a conceptual navigational tool designed to support users of this resource in strengthening their Pasifika capability and capacity and confidence when working with Pasifika learners

Turu (Cook Islands Māori) Generic term meaning support, help or brace. Turu refers to competency in this resource

15

Some useful websitesEducation Council (http://educationcouncil.org.nz/) The Education Council is the professional organisation for teachers. They represent all teachers from early childhood education through to primary and secondary schooling in English and Māori medium schools and promote all that’s best about teaching – good practice, new ideas; inspirational leadership.

Te Kete Ipurangi (www.tki.org.nz)A web portal containing a range of information, resources, references and links to other sites and networks available to teachers, leaders, and schools for targeted and supplementary support - the Pasifika Education Community pages can be found at http://pasifika.tki.org.nz/.

New Zealand Education Gazette: Tukutuku Korero (http://www.edgazette.govt.nz/)This is the Ministry of Education’s official magazine for the education sector focussing on Ministry initiatives and good practice in schools and early childhood centres. A range of relevant stories and articles can be found at this website, such as: Engaging Pasifika parents contributes to strong results

http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8671 Language as learning tool - http://www.edgazette.govt.nz/Articles/Article.aspx?

ArticleId=8833 Enhancing the Achievement of Pasifika - http://leap.tki.org.nz/About-LEAP.

Down the Back of the Chair (www.thechair.co.nz) This website contains the Ministry of Education's catalogue of teaching and learning resources for schools, and is a portal for education providers to view and order Ministry resources.

Education Review Office (http://www.ero.govt.nz) The Education Review Office is responsible for reviewing and evaluating schools and early childhood centres. The following is a Pasifika specific publication: Making Connections for Pacific ' Success. Source: http://www.ero.govt.nz/National-

Reports/Making-Connections-for-Pacific--Success-November-2013/Introduction.

New Zealand Council for Educational Research (http://www.nzcer.org.nz/)The New Zealand Council for Educational Research is New Zealand’s independent, statutory education research and development organisation. They conduct research and evaluation work with a range of public and private sector clients including in education.  NZCER provide links to a range of useful books, journals and educational research articles. Some useful publications include: How can we teach them when they won’t listen?: How teacher beliefs about Pasifika

values and Pasifika ways of learning affect student behaviour and achievement. Source: http://www.nzcer.org.nz/nzcerpress/set/articles/how-can-we-teach-them-when-they-won-t-listen%E2%80%9D-how-teacher-beliefs-about-pasi.

16

Living Heritage (http://www.livingheritage.org.nz/)An online forum where young people can celebrate the heritage of New Zealand and the Pacific Islands by developing their own web pages about their local community, family, and friends. A sample of useful stories can be found at the following links: http://www.livingheritage.org.nz/Schools-Stories/Overcoming-adversity-The-Vaiala-

Beach-School-story/Cyclones http://www.livingheritage.org.nz/Schools-Stories/Samoan-success/Samoan-Language-

Class http://www.livingheritage.org.nz/Schools-Stories/Samoan-success/Polynesian-Club .

17

Some useful referencesThis reference list contains a selection of articles, papers and publications that provides helpful background reading to further develop a teachers’ understanding of Pasifika learners. The references are organised according to the main themes associated with each turu, however in reality the references can be linked to all three turu.

Turu 1

Bishop, R., and Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia.

Fairbairn-Dunlop, T. P. (2008). Reconnecting to our sea of islands: Pacific studies in the next decade AlterNative: An International Journal of Indigenous Peoples, 4(1), 45–56.

Fletcher, J., Parkhill, F., Fa’afoi, A., and Taleni, L. T. (2006). Pasifika students’ perceptions of barriers and support to reading and writing achievement in New Zealand schools. New Zealand Journal of Educational Studies, 41(2), 163–182.

Graham, J., Meyer, L. H., McKenzie, L., McClure, J., and Weir, K. (2010). Māori and Pacific secondary student and parent perspectives on achievement, motivation and NCEA. Assessment Matters, 2, 132–153.

Latu, V. F. (2004). There is more to learning mathematics than mathematics: Attributional beliefs and motivation of Māori and Pacific Island students. In I. Putt, R. Faragher, and

M. McLean (Eds.), Proceedings of the 27th annual conference of the Mathematics Education Research Association of Australasia, Townsville, 27–30 June (Vol. 2, pp. 343–350). Sydney, NSW: MERGA.

Mila-Schaaf, K., and Hudson, M. (2009). The interface between cultural/understandings: negotiating new spaces for Pacific mental health. Pacific Health Dialog, 15(1), 113-119. Retrieved from: http://www.leva.co.nz/page/49-projects+Research+Knowledgewaves

Mila-Schaaf, K., and Robinson, E. (2010). ‘Polycultural’ capital and educational achievement among NZ-born Pacific peoples. Mai Review, 1, 1–18.

Robinson, D., and Robinson, K. (2005). Pacific ways of talk – hui and talanoa. Unpublished research project for the New Zealand Institute for Economic Research. Retrieved January 13, 2010, from http://scpi.org.nz/documents/Pacific_Ways_of_Talk.pdf

Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston, MA: Pearson Education.

Taouma, J., Tapusoa, E., Podmore, V., and Wendt-Samu, T. (2012). Nurturing Positive Identity in children;' O le tama ma lana a'oga, O le tama ma lona fa'asinomaga. A paper presented at ‘ The New Zealand Educational Administration and Leadership Society (NZEALS) Conference’. Bethlehem College, Tauranga New Zealand.

18

Tupuola, A. (1998). Adolescence: Myth or reality for ‘Samoan’ women? Beyond the stage-like toward shifting boundaries and identities. Thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education, Victoria University of Wellington, Wellington.

Tupuola, A. (2004). Raising consciousness the Fa’a Samoa way. New Zealand Annual Review of Education. 3, 175 - 189.

Vaioleti, Timote. (2014). ‘Manulua ultimate aim of ako: ‘ilo, poto, fonua and ‘ofa as pathways’. A paper presented to the Toi te Kupu, Toi te Mana, Toi te Whenua NZARE Symposium. Te Whare Wananga o Awanuiarangi, Whakatane, 26 September 2014 – 27 September 2014.

Vaioleti, T. M. (2013). Talanoa: differentiating the Talanoa research methodology from phenomenology, narrative, Kaupapa Māori and feminist methodologies. Te Reo, 56, 191.

Vaioleti, T. M. (2011). Talanoa, manulua and founga ako: Frameworks for using enduring Tongan educational ideas for education in Aotearoa New Zealand (Unpublished PhD thesis). University of Waikato, Hamilton, New Zealand.

Turu 2

Airini., Anae, M., Mila-Schaaf, K. with Coxon, E., Mara, D. and Sanga, K. (2010). Teu Le Va — Relationships across research and policy in Pasifika education: A collective approach to knowledge generation & policy development for action towards Pasifika education success. Wellington: Auckland UniServices for the Ministry of Education.

Crowl, L., Crocombe, M.T., and Dixon, R. (2013). Ron Crocombe: e toa! Pacific writings to celebrate his life and work. Suva, Fiji: USP Press.

Education Review Office. (2013). Making connections for Pacific Learners’ Success. November 2013. New Zealand Government.

Fairbairn-Dunlop, Tagaloatele Peggy. (2010). Pacific youth connecting through Poly. In, Youth voices, youth choices: identity, integration and social cohesion in culturally diverse Aotearoa/New Zealand. Centre for Applied Cross-Cultural Research and Va’aomanu Pasifika, Victoria University of Wellington. Foundation for Research, Science and Technology.

Flavell, M. (2014). How do Pacific Island families perceive the role and engagement of Pacific parents in their children’s education? (unpublished master’s thesis). Victoria University of Wellington, New Zealand.

Gorinski, R., and Fraser, C. (2006). Literature review on the effective engagement of Pasifika parents and communities in education (PISCPL): Report to the Ministry of Education. Wellington: Ministry of Education.

Ma-Ua Hodges, T. (2000). Ako Pai Ki Aitutaki: Transporting or Weaving Cultures. Research Report of Field Experiences to the Cook Islands. Wellington: Wellington College of Education.

19

Turu 3

Allen, P., Taleni, L. T., and Robertson, J. (2009). “In order to teach you, I must know you”: The Pasifika initiative: A professional development project for teachers. New Zealand Journal of Educational Studies, 44(2), 47–62.

Chu, C., Glasgow A., Rimoni, F., Hodis, M., and Meyer, L.N. (2013). An analysis of recent Pasifika education research literature to inform improved outcomes for Pasifika. Victoria University of Wellington for the Ministry of Education.

Education Council New Zealand / Matatū Aotearoa. (2010a). Practising teacher criteria handbook. Retrieved from http://educationcouncil.org.nz/sites/default/files/Practising-Teacher-Criteria-Handbook-(English).pdf

Education Council New Zealand / Matatū Aotearoa. (2010b). Graduating teacher standards poster. Retrieved from http://educationcouncil.org.nz/sites/default/files/gts-poster.pdf

Fergusson, B., Gorinski, R., Wendt Samu, T., and Mara, D. (2008). Literature review on the experiences of Pasifika learners in the classroom. Report to the Ministry of Education. New Zealand Council for Educational Research.

Fletcher, J., Parkhill, F., Fa’afoi, A., Taleni, L. T., and O’Regan, B. (2009). Pasifika students: Teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students’ achievement in literacy and learning. Teaching and Teacher Education, 25, 24–33.

Gegeo, D. W. (2008, April). Shifting paradigms in Pacific scholarship: Towards island-based methodologies, epistemologies and pedagogies. Paper presented at Building Pacific Research Capacity and Scholarship Fono 2008, Fale Pasfika, University of Auckland.

Latu, M. (2009). Talonga: A contribution to the teaching and learning of Tongan primary school children in New Zealand (Unpublished master’s thesis). Auckland University of Technology, New Zealand.

Latu, S., and Young, A. (2004). Teaching ICT to Pacific Island background students. Proceedings of the Sixth Australasian Conference on Computing Education (Vol. 30, pp. 169–175). Darlinghurst, Australia: Australian Computer Society.

Lee-Hang, D. M. (2011). Fa’afatamanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aolioli: A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education (Unpublished PhD thesis). University of Waikato, New Zealand.

Lipine, T. (2010). Education of secondary Samoan students in New Zealand: The road to success (Unpublished doctoral thesis). Victoria University of Wellington, New Zealand.

Mara, D., and Marsters, M. (2009). Pasifika students: Supporting academic success through the provision of mentoring. Wellington: Ako Aotearoa.

20

McNaughton, S., and Lai, M. K. (2009). A model of school change for culturally and linguistically diverse students in New Zealand: A summary and evidence from systematic replication. Teaching Education, 20(1), 55–75.

Ministry of Education (2011). Pasifika Education Plan Monitoring Report 2009. Ministry of Education, Wellington.

Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education.

Ministry of Education (2012a). Pasifika Education Research Priorities: Using research to realise our vision for Pasifika. Ministry of Education, Wellington.

Ministry of Education. (2012b). Pasifika Education Plan 2013–2017. Ministry of Education, Wellington.

Ostler-Malaulau, D. (2009). Understanding Pasefika perceptions and experiences of the school system in years 7 to 10 (Unpublished master’s thesis). Massey University, Palmerston North, New Zealand.

Otunuku, M. (2010). Tongan conceptions of schooling in New Zealand: Insights and possible solutions to underachievement (Unpublished doctoral thesis). University of Auckland, New Zealand.

Pang, V. O. (2009). The beliefs of successful Asian American Pacific Islander teachers: How culture is embedded in their teaching. Aapi Nexus, 7(1), 55–82.

Parkhill, F., Fletcher, J., and Fa’afoi, A. (2005). What makes for success? Current literacy practices and the impact of family and community on Pasifika children’s literacy learning. New Zealand Journal of Educational Studies, 40(1–2), 61–84.

Passi (2011). To give back to the hand that fed me (Unpublished master’s thesis). University of Auckland, New Zealand.

Podmore, V. N., with Wendt Samu, T. and A’oga Fa’a Samoa (2010). O le tama ma lana a’oga: O le tama ma lona fa’asinomaga: Nurturing positive identity in children. Wellington: Ministry of Education.

Pulotu-Endemann, F. K., Suaali’i-Sauni, T., Lui, D., McNicholas, T., Milne, M., and Gibbs, T. (2007). Seitapu Pacific mental health and addiction cultural & clinical competencies framework. A report in association with PAVA to Te Pou o te Whakaaro Nui. The National Centre of Mental Health Research and Workforce Development, Auckland, New Zealand.

Rio, N., and Stephenson, M. (2010). Agency and transformation: Pasifika teachers navigating the currents of change. Mai Review, 1, 1–10.

Schuster, E. (2008). Who are the best teachers of Pasifika children? Kairaranga, 9(2), 10–13.

Si‘ilata, R. (2014). Va`a Tele: Pasifika learners riding the success wave on linguistically and culturally responsive pedagogies. University of Auckland: Unpublished PhD thesis. http://hdl.handle.net/2292/23402

21

Si‘ilata, R., Dreaver, K., Parr, J., Timperley, H., & Meissel, K. (2012). Tula’i Mai! Making a Difference to Pasifika Student Achievement in Literacy. Final Research Report on the Pasifika Literacy Professional Development Project 2009 – 2010. Auckland: Auckland UniServices Ltd. http://www.educationcounts.govt.nz/publications/pasifika_education/literacy-professional-development-project-2009-2010

Siope, S. A. M. (2010). Children of the migrant dreamers: Comparing the experiences of Pasifika students in two secondary schools attempting to be culturally responsive to mine from a generation ago (Unpublished master’s thesis). University of Waikato, New Zealand.

Siope, A. (2011). The schooling experiences of Pasifika students. Teaching and Learning 10, (3), 11-15.

Suaalii-Sauni, T., S.M. Fulu-Aiolupotea. (2014). Decolonising Pacific research, building Pacific research communities and developing Pacific research tools: the case of the talanoa and the fa’afaletui in Samoa. Asia Pacific Viewpoint, Vol. 55, No. 3, December 2014.

Taleni, L. T., Parkhill, F., Fa’afoi, A., and Fletcher, J. (2007). Pasifika students: What supports them to become better readers. Pacific-Asian Education, 19(2), 56–71.

Tamasese, K., Peteru, C., Waldegrave, C., and Bush, A. (2005). Ole Taeao Afua, the new morning: a qualitative investigation into Samoan perspectives on mental health and culturally appropriate services. Australian and New Zealand Journal of Psychiatry, 39(4), 300-309.

Te Ava, A. (2011). Mou Piriia Te Kōrero ‘Ā To ‘Ui Tūpuna, Akaoraoraia: Culturally Responsive Pedagogy for Cook Island Secondary Schools Physical Education. University of Auckland: Unpublished PhD thesis. https://researchspace.auckland.ac.nz/bitstream/handle/2292/10112/whole.pdf?sequence=4.

Te Ava, A. Airini., and Rubie-Davies, C. (2011). Akarakara akaouanga i te kite pakari o te Kuki Airani: Culturally responsive pedagogy. Pacific- Asian Education, 23(2), 117-128.

Tiatia, J. (2008). Pacific cultural competencies a literature review. Wellington: Ministry of Health. Retrieved from: http://www.leva.co.nz/file/PDFs/pacific-cultural-competencies-may08.pdf

Tuafuti, P. (2010). Pasifika Bilingual Education: Unlocking the culture of silence. MAI Review, (1). Retrieved from: http://review.mai.ac.nz/index.php/MR/article/view/305/397.

Tuafuti, P., Pua, V., and van Schaijik, S. (2011). Raising Pasifika children’s achievement and literacy levels: Assumptions and risks. He Kupu: The Word, 2(4), 58–71.

Tui Atua Tupua Tamasese Ta’isi Tupuola Tufuga Efi., Suaalii-Sauni, T., Tuagalu, I., Kirifi-Alai, T.N., Fuamatu, N. (Eds.). (2008). Su’esu’e Manogi. In search of fragrance. The Centre for Samoan Studies, National University of Samoa, Lepapaiigalagala, Samoa.

Vaioleti, T. M. (2006). Talanoa research methodology: a developing position on Pacific research. Waikato Journal of Education, 12(21-34).

22

Wendt-Samu, T. (2006). The ‘Pasifika umbrella’ and quality teaching: Understanding and responding to the diverse realities within. Waikato Journal of Education, 12, 35–49.

23