I am who I am – Pacific tertiary students and the centrality of ethnic identity for successful outcomes

Anae, Melani; Peterson, Ingrid

doi:10.20507/maijournal.2020.9.1.5

Cited by 2 publications

(3 citation statements)

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“…In contrast to the deficit-theorising research of Pacific achievement in education, there are many research studies (by Pasifika researchers) that have highlighted Pacific student success in New Zealand tertiary institutions. Unique to these studies is the framing of Pacific student academic success as a collective effort, rather than an individual endeavour (Anae, 2010; Kalavite, 2010; Matapo and Baice, 2020; Tagoilelagi-Leota, 2017). The success of Pacific students presented in the research elucidates the significance of being deeply connected to their sense of purpose and collective responsibility to kāinga 9 (Anae, 2010; Kalavite, 2010; Lātū, 2009; Leaupepe, 2011; MacIntyre, 2008; Sauni, 2011; Tagoilelagi-Leota, 2017; Tu’itahi, 2005).…”

Section: The Landscape Of Pasifika8 Education and Transnational Considerationsmentioning

confidence: 99%

“…Unique to these studies is the framing of Pacific student academic success as a collective effort, rather than an individual endeavour (Anae, 2010; Kalavite, 2010; Matapo and Baice, 2020; Tagoilelagi-Leota, 2017). The success of Pacific students presented in the research elucidates the significance of being deeply connected to their sense of purpose and collective responsibility to kāinga 9 (Anae, 2010; Kalavite, 2010; Lātū, 2009; Leaupepe, 2011; MacIntyre, 2008; Sauni, 2011; Tagoilelagi-Leota, 2017; Tu’itahi, 2005). Education for Pacific peoples in New Zealand should be inclusive of their cultural practices of language, values and social systems that make up a particular ethnic group’s culture or society (Macpherson and Macpherson, 2000; Sauni, 2011).…”

Section: The Landscape Of Pasifika8 Education and Transnational Considerationsmentioning

confidence: 99%

“…(2005) described the Samoan concept of self as ‘having meaning only in relationship with other people, not as an individual’ (p. 303). There is ecological flexibility or fluidity in one’s ethnic identity and in the multi-ethnic community to which one belongs (Anae, 2010, p. 14).…”

Section: Problematising Subjectivity and Education Philosophymentioning

confidence: 99%

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Reimagining teacher subjectivity in Pacific early childhood education in New Zealand

Matapo

Teisina

2020

Policy Futures in Education

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This article presents a transnational Moana talanoa 1 between two Pacific early childhood education scholars. Calling on both Samoan and Tongan indigenous understandings that breathe life into a Moana subjectivity is inclusive of ways of knowing, relating and becoming. We turn our attention to the importance of talanoa (stories/storying) in reconstituting olaga 2 and tangata kakato 3 in the act of decolonising Pacific 4 personhood in New Zealand early childhood education. Moana, the waters that bind Pacific peoples through genealogy, relationality and cosmogony, generate intersubjectivity; a folding of past-present-futures. It is in the spirit of Moana that we bring attention to the interconnectedness of subjects in the context of early childhood education in New Zealand. By way of movement in and with Moana, the currents, depth and flows, we problematise politics of early childhood education and professional teacher identity. Such tensions require navigation and as Hawaiian scholar Meyer said: ‘How one knows, indeed, what one prioritises with regards to this knowing, ends up being the stuffing of identity, the truth that links us to our distant cosmologies, and the essence of who we are as Oceanic peoples’ (p. 125). In thinking-Moana-intersubjectivity, we call into question how the agency and subjectivity of teacher identity can be reimagined. We share our narratives through poetry and story as a mode of expression in analysing and decolonising personhood.

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Section: The Landscape Of Pasifika8 Education and Transnational Considerationsmentioning

confidence: 99%

Section: The Landscape Of Pasifika8 Education and Transnational Considerationsmentioning

confidence: 99%

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Reimagining teacher subjectivity in Pacific early childhood education in New Zealand

Matapo

Teisina

2020

Policy Futures in Education

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Māori and Pasifika language, identity, and wellbeing in Aotearoa New Zealand

Matika

Manuela

Houkamau

et al. 2021

Kōtuitui: New Zealand Journal of Social Sciences Online

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For Māori and Pasifika living in Aotearoa New Zealand, language, identity, and wellbeing are inter-linked and multifaceted. However, as English is the most widely spoken language in Aotearoa New Zealand, some Māori and Pasifika peoples will not be able to speak their community language. Ratings of ethnic identity centrality, self-esteem, life satisfaction and the Personal Wellbeing Index of monolingual (English only) and bilingual Māori (N = 4691) and Pasifika peoples (N = 868) were compared using New Zealand Attitudes and Values Study data collected during 2018/2019. Bilingual Māori and Pasifika peoples reported higher levels of ethnic identity centrality than English only speaking Māori and Pasifika. Bilingualism also moderated the relationship between ethnic identity centrality and self-esteem. Pasifika who only speak English have relatively positive and similar levels of wellbeing to Pasifika who are bilingual whereas bilingualism seems to strengthen the relationship between ethnic identity and wellbeing for Māori.

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I am who I am – Pacific tertiary students and the centrality of ethnic identity for successful outcomes

Cited by 2 publications

References 0 publications

Reimagining teacher subjectivity in Pacific early childhood education in New Zealand

Reimagining teacher subjectivity in Pacific early childhood education in New Zealand

Māori and Pasifika language, identity, and wellbeing in Aotearoa New Zealand

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