Raranga wha

Siilata, Raewynn

doi:10.4324/9781315309811-6

Cited by 3 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For Pacific peoples, being literate with cultural practices and values is inseparable from Pacific languages and cultural identities (Si'ilata, 2017). Embodied Pacific cultural practices (e.g., performance, oratory, weaving, traditional food, and caregiving practices) support significant connections with people, places, and things.…”

Section: (Tokelauan Proverb)mentioning

confidence: 99%

“…This focus on reciprocal relationships strengthens opportunities for knowledge sharing through talanoa (co‐constructed conversation). Talanoa can be a practical way to enact teu le va. Talanoa occurs when there is a supportive and inclusive relationship that enables a natural flow of talk, where talk ( tala ) is open and unrestrained ( noa ) (Si‘ilata, 2017). Talanoa is more than a simple conversation; it personifies trust, rapport, respect, reciprocity, belonging, and inclusion.…”

Section: Teu Le Va and Talanoamentioning

confidence: 99%

“…PELP is anchored in the notion of "heart languages" (Si'ilata, 2017), defined as the heritage languages of children connecting them with their Pacific ways of being. Heart languages are used in intergenerational communication within extended families, though the second or third generation may have experienced language loss due to the impacts of colonization.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Si‘ilata¹,

Jacobs²,

Gaffney³

et al. 2023

The Reading Teacher

View full text Add to dashboard Cite

The Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual‐language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices following professional learning and development workshops. Teachers are invited to challenge dominant monocultural notions of language and literacy that perpetuate educational inequities. Illustrations of early childhood teachers' innovations with Pacific children (aged 2–6 years) demonstrate how dual‐language texts can be connected to families' embodied cultural literacies. Understandings of “literacy” and “reading” were expanded to include children's expressive modalities through oral and visual texts in heritage languages and English. This work highlights the role of teachers to connect, rather than replace, the worldviews, languages, and literacies of families with the pedagogical practices of early childhood settings.

show abstract

Section: (Tokelauan Proverb)mentioning

confidence: 99%

Section: Teu Le Va and Talanoamentioning

confidence: 99%

See 1 more Smart Citation

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Si‘ilata¹,

Jacobs²,

Gaffney³

et al. 2023

The Reading Teacher

View full text Add to dashboard Cite

show abstract

“…Talanoa/co-constructed dialogue involves participants talking about their lived experiences through storying. 'Tala' meaning 'to talk', within a 'noa' (or 'free from restriction') relational space allows for safe dialogue that is both unrestrained and culturally appropriate (Si'ilata, 2017). Vaioleti (2013) describes talanoa as a 'mode of communication that is integral to the way in which many Pacific peoples learn, relate to each other, narrate and tell stories ' (p. 193).…”

Section: Participantsmentioning

confidence: 99%

Pacific wayfinding educational leadership through Tautai o le Moana

Si‘ilata,

Jacobs,

Aseta

et al. 2023

ACCESS: Contemporary Issues in Education

Self Cite

View full text Add to dashboard Cite

‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.

show abstract

Ēhara tāku toa i te toa takitahi, engari he toa takitini: the power of a collective

Quigan¹,

Gaffney

Si‘ilata

2021

Kōtuitui: New Zealand Journal of Social Sciences Online

View full text Add to dashboard Cite

Transmission of skills and knowledge is a core message in dominant discourses surrounding early verbal and non-verbal communication of babies. Narrow conceptualisations fail to place adequate emphasis on sociocultural elements of language and children's sophisticated non-verbal communication. Utilising Kaupapa Māori research methods, this study describes a critical reflective narrative of a community-led parenting programme that makes space for whānau to re-centre Indigenous linguistic and cultural practices. 'He Awa Whiria/The Braided Rivers' metaphor is used to illustrate three themes derived from the analysis: Ma te kotahitanga e whai kaha ai mātau/In unity we have strength, reciprocity/whakaututu, whānau ki te whānau and manaakitanga/ love and compassion for others. Data sources included focus groups; interviews; and reflective researcher memos. The evolution of the collective-agentive approach is illustrated within each theme with selected critical episodes. This study describes the parent-coaches-researchers journey to illustrate how a community's rangatiratanga/sovereignty led to system transformation. The whānau collective journey represents an organic response of one 'targeted' community to lead the way in responding to deficit assumptions of parents and their children held by educators in the realm of early oral language. Indigeneous knowledge, ways of being and languaging are central and valid for the success of all tamariki/children.

show abstract

Raranga wha

Cited by 3 publications

References 0 publications

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Pacific wayfinding educational leadership through Tautai o le Moana

Ēhara tāku toa i te toa takitahi, engari he toa takitini: the power of a collective

Contact Info

Product

Resources

About