Pasifika students: teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students' achievement in literacy and learning

Raising reading achievement in an ‘at risk’, low socioeconomic, multicultural intermediate school

“…The study responds to Freebody's () call for more research on reading literacy acquisition and development in the middle (and upper) years of primary schooling, given that much of the extant literature about reading development focuses on the early years of schooling. What we document here follows on from earlier publications and conference presentations (Fletcher, Greenwood & Parkhill, ; Fletcher, Parkhill, Fa'afoi & Taleni, ; Fletcher, Parkhill, Greenwood, Grimley & Bridges, ; Fletcher, Parkhill, Taleni, Fa'afoi & O'Regan, ; Greenwood, Fletcher, Parkhill & Grimley, ; Greenwood, Fletcher, Parkhill, Grimley & Bridges, ).…”

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

“…The findings exemplify how the four teachers use the visual arts effectively to empower their Pasifika students to learn about Pasifika peoples' art and culture and to make art works that express their collective Pasifika and individual identities. Underpinning the study was literature about Pasifika learners (Ferguson et al, 2008;Fletcher et al, 2009;Nash, 2004;Si'ilata, 2014); multicultural education (Erickson, 2006;Grant & Sleeter, 2006;Hanley & Noblit, 2009;Nieto & Bode, 2012;Sleeter, 2008), and culturally inclusive visual arts education (Bianchi, 2011;Bolin & Blandy, 2011;Desai & Chalmers, 2007;Duncum, 2008;Freedman & Stuhr, 2004). A number of commonalities emerged from the study about the beliefs and values of the four teachers and their pedagogical approaches for planning and teaching to support Pasifika students achieve success through the visual arts.…”

“…Above all, they were certain that their visual arts programs empowered Pasifika students to express their ethnic and cultural identities and tell their own stories, particularly at years 12-13. It was clear that these art teachers felt responsible for their Pasifika students, valued diversity, respected their cultures, had high expectations, and built on students' experiences (Alton- Lee, 2003;Fletcher et al, 2009;Rubie-Davies, 2008).…”

Changing the conversation (Toe fetu’una’i manatunatuga): Exploring and utilising the attributes that are culturally embedded in Pacific students to improve their learning experiences in the classroom

“…Scholars such as Airini, Anae, and Mila-Schaaf (2010) and Fletcher, Parkhill, Fa'afoi, Taleni, & O' Regan (2009) highlight establishing relationships between teacher and students as one of the keys to Pacific students' success in education. Gorinski and Abernathy (2007) suggest that it is fundamental to establish positive and reciprocal relationships between teacher and learner in order for students to develop self-efficacy and subsequent success.…”