Through Pacific/Pasifika Lens to Understand Student’s Experiences to Promote Success Within New Zealand Tertiary Environment

Abstract

Traditionally, education environments are Eurocentric. They have reinforced "pedagogy of the oppressed" where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Pacific/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasifika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students' knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students' success.

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

“…I have had a few opportunities lately where I have been invited to panel meetings, critical discussions, and leadership meetings where I have combined the learning of his critical approach coupled with my personality to deliver opinions and presentations in a way that is informative and thought provoking. (Kesa,42) Koni's response above aligns with an abundance of research that emphasizes the importance of having high expectations for Pasifika students (Carter et al, 2018;Nanai et al, 2017). By having high expectations of their students, supervisors convey the message to the students that they believe in their ability to produce excellent work.…”

“…In Aotearoa (New Zealand), one of the fastest growing ethnic minority groups is Pasifika peoples, who comprise a multiethnic group of Indigenous peoples from Pacific Island nations such as Tonga, Fiji, Samoa, Cook Islands, and Niue. While national education plans such as the Pacific education plans (Ministry of Education, 2012Education, , 2020 and university strategic plans (Massey University, 2020; University of Auckland, 2021; University of Canterbury, 2019) have established clear commitments to developing and supporting Pasifika participation and achievement in higher education, studies show that such commitments to Pasifika are rarely fulfilled (Naepi et al, 2017(Naepi et al, , 2020Nanai et al, 2017). Pasifika peoples have traditionally been, and continue to be, underrepresented in, and excluded from, New Zealand universities as a result of, among other things, university practices and policies that perpetuate neocolonial and Eurocentric perspectives (Carter et al, 2018;Naepi et al, 2017Naepi et al, , 2020.…”

Why isn’t my professor Pasifika? A snapshot of the academic workforce in New Zealand universities

“…Education systems in New Zealand have consistently and historically underserved Pasifika peoples (Boon-Nanai, Ponton, Haxella, & Rasheeda, 2017;Chu, Glasgow, Rimoni, Hodis, & Meyer, 2013;McDonald & Lipine, 2012;Porter-Samuels, 2013;Reynolds, 2016;Teevale & Teu, 2018;Theodore et al, 2018). This underserving is an important issue for Pasifika people because we connect our community wellness with educational outcomes (Pasefika Proud, 2017;Samu, 2010).…”

Utilizing Pacific Methodologies as Inclusive Practice

“…Authenticity in this approach invites not only being heard but is about having the right to be present and grow in cultural spaces. (Nanai, Ponton, Haxell, & Rasheed, 2017, p. 6)…”

“…In response to and in recognition of the need for educational institutions to cater to the learning needs of Pasifika students (including Samoan), the New Zealand Ministry of Education implemented the Pasifika Education Plan 2013-2017(Ministry of Education New Zealand, 2012. The goals of the PEP (2013)(2014)(2015)(2016)(2017) are to ensure all Pasifika students not only have equitable access to the tertiary programs available but also to remove any barriers preventing such access.…”