Empowering Pasifika Students to Express their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-descendent Teachers

Abstract

The greatest numbers of young people in New Zealand are from Pasifika peoples' ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides "snapshots" of how four European-New Zealand art teachers, who work in schools where Pasifika students comprise the largest ethnic group, are empowering them to express themselves within their cultural milieu. Articulated through the voices of the art teachers, the stories of these students are visualized through examples of their art works.

Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring dance as a culturally sustaining mathematics pedagogy

“…Asset-based teaching approaches to mathematics are 'grounded in the belief that students', families' and communities' ways of knowing, including their language and culture, serve as intellectual resources and contribute greatly to the teaching and learning of high-quality mathematics' (Celedόn-Pattichis et al, 2018, p. 375). Sadly, however, there are few opportunities for Pasifika learners to express and create their own identities in New Zealand classrooms (e.g., Ferguson et al, 2008;Smith, 2016). Particularly in schools with many Pasifika learners, Pasifika cultures need to be 'viewed by education planners as sources for curriculum content, and as ways for improving and informing teaching' (Mackley-Crump, 2011, p. 258).…”

The Role of Art Design Teachers in Classroom Teaching

“…For example, a teacher of a "furniture and furnishings" course can bring students to a furniture factory site so that students can study construction operations and the application of construction technology, enabling students to understand the application of theoretical knowledge in actual practice. Through such site visits, students can also become personally involved in analyzing illustrations, processes, and other specific practical operations [25][26]. As students become familiar with the learning process, their practical ability is improved and their knowledge becomes focused.…”