Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring dance as a culturally sustaining mathematics pedagogy

Abstract

Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

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Polyfest–Polysuccess: Collaborative critical autoethnographic reflections of Pacific cultural festivals and the success of Pacific students in Aotearoa New Zealand

“…Polyfests play a "crucial role in cultural transmission, especially through music and dance" (Williams, 2022, p. 157). Pacific dance cannot be separated from cultural practices, traditions, and knowledge and dance is used to pass down important cultural knowledge and traditions from generation to generation in many Pacific and Indigenous cultures (Taeao & Averill. 2021).…”

Mexican‐heritage Children’s Learning of Ballet Folklórico: Herencia, Familia, y Orgullo

“…The available dance research conducted in the sociocultural tradition with young children is especially scarce. Research in early childhood and elementary settings tends to focus on dance integration with other subjects and concludes that dance encourages engagement in academic subjects (Allen‐Handy et al 2020), facilitates building communities of learners (Melchior 2011), and promotes appreciation of one’s own or of others’ cultures (Melchior 2011; Taeao and Averill 2019). This research has important implications for populations of students that are underrepresented in academic disciplines, such as girls of color in STEM (science, technology, engineering, and math) (Allen‐Handy et al 2020) and for preparing dance teachers in enacting culturally relevant pedagogy (Ashley 2014).…”