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Sailiga tomai ma malamalama’aga fa’a‑Pasifika—Seeking Pasifika Knowledge to Support Student Learning

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dc.contributor.author Surtees, Nicola 
dc.contributor.author Tufulasi Taleni, Leali’ie’e 
dc.contributor.author Ismail, Raesha 
dc.date.accessioned 2021-12-14T01:11:23Z
dc.date.available 2021-12-14T01:11:23Z
dc.date.issued 2021-06
dc.identifier.citation https://doi.org/10.1007/s40841-021-00210-7 en_US
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/2319
dc.description 16 pages : PDF en_US
dc.description.abstract Transforming practices in initial teacher education and school and early childhood education contexts to support the success of Pasifika students and children can be challenging. Palagi educators, in particular, may find their practices are constrained by bureaucratic systems, processes and professional norms in ways that limit thinking about and responses to different ways of being and doing. Drawing from the experiences of a diverse group of educators during an educational journey to Samoa led by an esteemed Samoan leader, colleague and mentor, this article argues culturally based pedagogy holds the key to thinking and moving beyond some of these constraints. The article suggests that understanding Pasifika cultural values and integrating these into pedagogy is a critical first step for educators, before concluding with several practice messages. While these messages focus on Pasifika communities, students and children, they can be adapted for other ethnic groups. en_US
dc.language.iso en en_US
dc.publisher New Zealand Journal of Educational Studies en_US
dc.subject Pasifika student achievement · Culturally based pedagogy · Cultural values en_US
dc.title Sailiga tomai ma malamalama’aga fa’a‑Pasifika—Seeking Pasifika Knowledge to Support Student Learning en_US
dc.type Article en_US


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