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Exploring understandings of Pacific values in New Zealand educational contexts: Similarities and differences among perceptions

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journal contribution
posted on 26.02.2021, 02:13 by Robin Averill, Ali GlasgowAli Glasgow, Fuapepe Rimoni
Case studies exploring how educational policies can help teachers serve learners disadvantaged through cultural marginalization are urgently needed to inform education systems internationally. The study reported here explored perceptions of Pacific cultural values at the heart of education policy in New Zealand that were intended to improve opportunities of learners with Pacific heritage. Participants included early childhood, primary, secondary, and tertiary teachers of Pacific and non-Pacific heritage. Data included interviews and teaching observations. Results indicate that the Pacific values can be more deeply felt, understood, and enacted by Pacific teachers than their non-Pacific counterparts. Results are discussed in relation to tenets of culturally sustaining pedagogy and aspects of the Pacific-based Fonofale model. Implications of this work include that initial and in-service teacher education must assist teachers to develop working understandings of values as they are felt and experienced by policy target groups. This study contributes to the literature by discussing how a culturally-embedded model can be a useful tool towards ensuring teachers can understand cultural nuances inherent within educational policy and align their practice with these. Keywords: policy; cultural values; Pacific nations; teacher perspectives; initial teacher education; teacher professional development

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Preferred citation

Averill, R., Glasgow, A. & Rimoni, F. (2020). Exploring understandings of Pacific values in New Zealand educational contexts: Similarities and differences among perceptions. The International Education Journal: Comparative Perspectives.

Journal title

The International Education Journal: Comparative Perspectives

Publication date

11/12/2020

Publication status

Published online

Contribution type

Article

Online publication date

11/12/2020

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