The Va‘atele Framework: Redefining and Transforming Pasifika Education

Si‘ilata, Rae; Samu, Tanya Wendt; Siteine, Alexis

doi:10.1007/978-981-10-3899-0_34

Cited by 6 publications

(17 citation statements)

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“…Being guided by the value alofa ki te tamā manu, I hope this project further can support community efforts by adding to the growing body of research (Bland, forthcoming;May, 2020;Milne, 2017;Si'ilata et al, 2019) demanding a systemic approach to nurturing Pacific languages in Aotearoa through education.…”

Section: -Impetus For Researchmentioning

confidence: 99%

“…Tongan scholars Kēpa and Manu'atu (2008, p. 53) argue that collective terms such as Pacific or Pasifika allow for the numerical dominance of Samoan people, language, and culture, as the default reference to all things Pacific, potentially leading to the further marginalisation and devaluation of status, "beliefs and practices of the numerically weaker Pasifika peoples." In the school context, Manu'atu and Kēpa (2002) argue further that specific student learning needs and cultural considerations may be ignored when students are grouped together under umbrella terms (Si'ilata et al, 2019). Reynolds (2017) points out that this umbrella grouping of students by ethnicity occurs in reporting of NCEA 9 student achievement, therefore hiding any variation of specific or mixed ethnic identity.…”

Section: -Defining Key Conceptsmentioning

confidence: 99%

“…This longstanding interconnectedness of Indigenous Moanan Peoples is evident in shared linguistic features, cultural practices, and worldviews throughout the Pacific. Modern migration stories of Pacific Peoples in search of a "better life" for their children (Si'ilata et al, 2019) are a continuation of the folauga (navigational journeys) undertaken by their ancestors using their navigational expertise to seek "land, food, … sovereignty, and the right to self-determination" (Si'ilata et al, 2019, p. 908). For these reasons, there are many relationships in Pacific migration stories, often discussed when prefacing Pacific educational research (May, 2014) in its widest sense.…”

Section: -Contextual Backgroundmentioning

confidence: 99%

“…Non-standardised culturally sustaining pedagogy is essential if education is to support and sustain the multilingual and multicultural competence of Pacific learners. Aotearoa-based scholars and educators have also discussed and endorsed the term culturally sustaining pedagogy in work advocating for Māori and Pacific learners (Milne, 2017;Si'ilata et al, 2019). Their work will be discussed in section 2.6 of this Chapter.…”

Section: Culturally Relevant and Sustaining Pedagogymentioning

confidence: 99%

“…Linguists and educators argue that immersion or bilingual education is the most educational effective model to sustain and develop bi/multilingualism and bi/multiliteracy. In addition, immersion/bilingual education 7 is best placed to support the development of academic and emotional benefits that come from being bi/multilingual (Baker, 2006;Cummins, 2000;Franken et al, 2008;Gibbons 2002;McCaffery & McFall, 2010;May, 2014May, , 2020Si'ilata et al, 2019). As a language teacher and emerging researcher, 6 lea faka-Tonga means Tongan language and is used interchangeably with its English translation, Tongan, as is the practice by communities involved in this research project.…”

Section: -Introducing the Study Its Focus And Contextmentioning

confidence: 99%

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Alofa ki te tamā manu: Language, culture, identity, and wellbeing - Caring for gagana Tokelau and lea faka-Tonga in secondary education in Aotearoa New Zealand

Kennedy¹

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This applied thesis explores why continued access to Pacific language education is of importance in mainstream secondary education in Aotearoa. With a specific focus on gagana Tokelau and lea faka-Tonga, this research examines how mainstream secondary schools can provide continued access to language education in schools where immersion or bilingual education is not currently available. The impetus driving this research comes from my professional experience as a secondary school language teacher. Students I teach want to learn and/or maintain their heritage Pacific languages as part of their education but are often not able to within the curriculum. This is despite several current policies which explicitly promote the use of Pacific languages and cultures within the education system (Ministry of Education, 2019; 2020a). Furthermore, current interdisciplinary research informing educational policy and practice indicates that students thrive in their education, and experience a positive sense of wellbeing when they are strong in their own cultural identities (Franken et al, 2008; Ladson-Billings, 2017; Paris & Alim, 2017). In contrast, negotiation of strong cultural identities is challenging in the face of increasing language shift, such as is present in Tokelauan and Tongan communities in Aotearoa (Hunkin, 2012; McCaffery & McFall, 2010; Parsons, 2020). To address these issues, I locate my study by drawing on cross-disciplinary, international, and local literature, exploring the fields of critical education, Indigenous education, and applied critical sociolinguistics. My research questions are underpinned by three theoretical frameworks: (1) social justice (Freire, 1973; Phipps, 2019); (2) sociolinguistic (Norton, 2013) and Pacific (Anae, 2016; Mila-Schaaf, 2011; Tupuola, 2004; Vaai & Nabobo-Baba, 2017) theories of identity; and (3) edgewalking (Krebs, 1999). These theories support the investigation of the research questions, which explore (1) connections between language, culture, identity, and wellbeing; (2) how secondary school experiences of Pacific language education connect with future imagined identities; and (3) reported experiences and beliefs about challenges related to school-based continued access to Pacific language education. The research questions apply a critical strengths-based approach which allows for a positive focus on current efforts and initiatives in communities as a platform for further development, whilst not ignoring struggle (Blackledge & Creese, 2010; Heller et al, 2018; Mila, 2014). The theoretically driven methodological approach looks to relational vā-inspired and critical ethnographic methodologies to support and place the caring and nurturing of relationships and community driven outcomes at the centre of the project (Airini et al, 2010; Anae, 2016; Ponton, 2018). Working together with communities, I am guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need). In this way, the thesis is about the critical act of partnering ‘doing’ or ‘praxis’ (Freire, 1973; Phipps, 2019) with research. Multiple participant perspectives (community members, students, teachers, and school leaders) and a bricolage of methods (talanoa-inspired interviews and focus group discussions, participant observations, fieldnotes, ongoing service in communities) capture the voices of different stakeholders to contribute a community-centred, complex data set. Findings illustrate how Tokelauan and Tongan community members, and secondary students connect language and culture with (1) confidence and self-esteem, (2) Indigenous understandings of identity and wellbeing, and (3) authentic cultural identity with wellbeing. In addition, data show how multilingualism is the norm in Pacific identities and how the (de)valuing of multilingualism in education can enhance or hinder identity and wellbeing. Exploration of future imagined identities indicates how access to Pacific language education in secondary school supports increased cultural, social, and material capital; language maintenance; and valuing of language. Furthermore, access to language education provides a safe space to critically explore issues of language, culture, and identities and enables community and school partnerships to support sustainable speech communities. Analysing challenges experienced in relation to provision of Pacific language education, specifically gagana Tokelau and lea faka-Tonga highlight the many local and systemic-level issues within communities, the education system, and wider society that need to be addressed if equity and social justice in language education is to prevail. Theoretical insights, and analysis of affordances and challenges from the findings provide suggestions for potential ways forward in both educational practice and policy. Moreover, the research process documents my own journey in attempting to decolonise approaches to language education in my practice as a teacher. Working together with communities, and guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need), I hope this project can further support community efforts by adding to the growing body of research (Bland, forthcoming; May, 2020; Milne, 2017; Si‘ilata et al, 2019) calling for a systemic approach to nurturing Pacific languages in Aotearoa through education.

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Section: -Impetus For Researchmentioning

confidence: 99%

Section: -Defining Key Conceptsmentioning

confidence: 99%

Section: -Contextual Backgroundmentioning

confidence: 99%

Section: Culturally Relevant and Sustaining Pedagogymentioning

confidence: 99%

Section: -Introducing the Study Its Focus And Contextmentioning

confidence: 99%

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Alofa ki te tamā manu: Language, culture, identity, and wellbeing - Caring for gagana Tokelau and lea faka-Tonga in secondary education in Aotearoa New Zealand

Kennedy¹

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Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic

Hunter

Tupouniua

et al. 2022

Educ Stud Math

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The COVID-19 pandemic brought with it a new way of being in a changed and uncertain world. Aotearoa/New Zealand took a well-being approach and in turn, we share the positive outcomes which resulted for some low socio-economic schools and communities in relation to teacher learning and relationships with families. In this article, we report on how teachers and schools connected with diverse students and their families during the period of remote learning. We draw on the responses from 20 teachers and school leaders who participated in interviews. Following the wider government focus, schools took a well-being first approach which led to increased connections and positive home/school relationships. The results highlight how a disruptive event such as COVID-19 can also be a time to focus on strengths of diverse communities and gain insights. We demonstrate that while focusing on mathematics, teachers and school leaders gained insights related to their students’ funds of knowledge and saw opportunities for learning for students, parents, and the teachers themselves.

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Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021

et al. 2023

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International literature has recognised the importance of education research with Pacific learners. In an Australian context, the early years learning framework for Australia and the Australian curriculum emphasise that education sectors should work towards cultivating respect for cultural diversity and to develop intercultural understanding and intercultural capabilities. As such, the call to better understand the cultural complexities that underpins Pacific learners and their interactions with educational processes remains pertinent. This scoping review offers an important synthesis of empirical research on the educational successes and challenges of Pacific learners in Australian educational settings from 2010 to 2021. While this study offers critical insights for teacher education and research, the findings also revealed paucities in education research with Pacific learners. Thereby, propositions for future and ongoing education research with Pacific learners in Australia are offered in this article.

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The Va‘atele Framework: Redefining and Transforming Pasifika Education

Cited by 6 publications

References 7 publications

Alofa ki te tamā manu: Language, culture, identity, and wellbeing - Caring for gagana Tokelau and lea faka-Tonga in secondary education in Aotearoa New Zealand

Alofa ki te tamā manu: Language, culture, identity, and wellbeing - Caring for gagana Tokelau and lea faka-Tonga in secondary education in Aotearoa New Zealand

Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic

Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021

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