Pursuing Educational Partnerships in Diasporic Contexts: Teachers Responding to Pacific Voice in Their Work

Abstract

In Aotearoa New Zealand, teachers have signaled that they would like to further their development as classroom practitioners, as a way of improving their capabilities as professionals. They want to foster strengths-based authentic partnerships between themselves and their diasporic migrant communities. This article attends to Pacific education, the education in Aotearoa New Zealand of students with migratory links to one or more Pacific Island Nations through a strength-based lens. We report on a Professional Learning Development (PLD) research endeavor, Learning From Each Other, that focused on supporting partnerships between Pacific communities and teachers. We provide a window on the sense making of teachers as they listen to, and are challenged by, diasporic Pacific community voice. Particular emphasis is placed on how teachers explore and transform their approach to partnership by negotiating with habitual practice. The examples given, selected for their apparent ordinariness, relate to new understandings of space and time. The study provides lessons applicable to other situations where access to quality education is problematic for diasporic, migrant communities and where teachers need support for the re-thinking that is required for enhanced partnership arrangements of benefit to all.