The Va‘atele Framework: Redefining and Transforming Pasifika Education

Siilata, Raewynn; Samu, TW; Siteine, Alexis

doi:10.1007/978-981-10-1839-8_34-1

Cited by 13 publications

(16 citation statements)

References 7 publications

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“…While there has been a growing body of research studies (e.g., Dickie, 2011;Hogg, 2011;Si'ilata, Samu, & Siteine, 2018;Stahl, Scholes, McDonald, & Lunn, 2021) focused on diverse students' funds of knowledge, there have been limited studies which focus specifically on how families interact in ways related to science, technology, engineering, and mathematics (STEM) outside of school settings. Even less is known about everyday practices related to mathematics of families from non-dominant communities (Civil, 2016;Mills et al, 2019;Williams et al, 2020).…”

Section: What Do We Know About the Funds Of Knowledge Related To Mathematics Of Diverse Communities?mentioning

confidence: 99%

Implementing localised curriculum drawing on a funds of knowledge perspective

Hunter

Tupouniua

et al. 2021

nzaroe

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In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.

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Section: What Do We Know About the Funds Of Knowledge Related To Mathematics Of Diverse Communities?mentioning

confidence: 99%

Implementing localised curriculum drawing on a funds of knowledge perspective

Hunter

Tupouniua

et al. 2021

nzaroe

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“…I believe that it is as important to do this now as it was then, and for the same reasons that Mara, Foliaki and Coxon declared almost three decades ago: "An understanding of the political, social and economic context of Pacific Islands communities in Aotearoa is essential for interpreting the educational outcomes of this group as a whole" (Mara et al, 1994, p. 197). Si'ilata et al (2017) have identified three progressive phases that followed in terms of the purposeful involvement and development of Pacific/Pasifika education by the New Zealand Ministry of Education. In this essay, I identify and add a fourth progressive phase.…”

Section: Ad Hoc Originsmentioning

confidence: 99%

Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand

Samu

2021

nzaroe

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This essay charts (and critiques) the formal education of Pacific-heritage peoples in Aotearoa New Zealand. As a diverse minority group, the education of Pacific-heritage peoples has been an explicit strategic priority for the Ministry of Education for over two decades, although the provision and experience of education for and by Pacific-heritage peoples in this country has, at the very least, a fifty year whakapapa. The author traces the current position of Pacific peoples using a broad socio-historical lens anchored in post-structural analysis principles, with an indigenous Pacific philosophical cast, in order to present a critique of the past that illuminates the present. Why is this important? The author argues that a deepened knowledge of such developments is an imperative for informed decision making in policy and practice, and for the research that should inform both.

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“…Defining success for Pacific students in higher education is complex, given the need to consider holistically how success is determined. On the one hand, it requires a holistic approach to fully understand the relativity of any success to the multiple worlds they operate within (Si'ilata et al, 2018). Academic success is seen as the fruit of a collective effort, in which Pacific students are supported heavily by peers, families and communities.…”

Section: Privileging Indigenous Knowledgementioning

confidence: 99%

Untitled

2020

MAI Journal

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This article introduces He Vaka Moana, which has been tested and evaluated at international and local levels. He Vaka Moana is a strength-based model of academic fellowship that is framed by Oceanic principles and methodologies. The authors base this model on what connects and sustains us as Mäori and Pasifika people-that is, Te Moana-nui-a-Kiwa. We draw from our shared ancestral history of navigating the vast Pacific Ocean on purposefully built vessels using Indigenous methods and ways of being to successfully reach our destinations. Our fellowship draws on the rich knowledge and imagery of a Tongan saying "pikipiki hama kae vave manava", which refers to lashing canoes together to exchange people and resources when a fleet is out on the ocean battling the swells and weather. This evocative Oceanic metaphor guides how, in He Vaka Moana, champions of teaching and learning across faculties purposefully come together to work collaboratively to examine existing practice and develop innovative ways for addressing issues of strategic priority to the institution: Mäori and Pasifika students' success. In He Vaka Moana, we look specifically and politically at ways to advance the success of Mäori and Pasifika students in higher education, exploring what works; how success is defined and by whom; how, as a university, we listen (or fail to listen) to Indigenous stories; and the difference Oceanic-based research makes for our teaching and learning. Our agenda is revitalising Indigenous methodologies and knowledges to transform higher educational institutions' ways of responding to our Indigenous learners. Employing our own Indigenous methodologies has emphasised our cultural ways of being, thinking, speaking and behaving. We wish to demonstrate how our ways of being and knowledge allow us to reclaim who we are and, more importantly, to chart our collective and desired future as citizens of Oceania.

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The Va‘atele Framework: Redefining and Transforming Pasifika Education

Cited by 13 publications

References 7 publications

Implementing localised curriculum drawing on a funds of knowledge perspective

Implementing localised curriculum drawing on a funds of knowledge perspective

Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand

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