Exploring Understandings of Pacific Values in New Zealand Educational Contexts: Similarities and Differences among Perceptions

Autor/inn/en	Averill, Robin; Glasgow, Ali; Rimoni, Fuapepe
Titel	Exploring Understandings of Pacific Values in New Zealand Educational Contexts: Similarities and Differences among Perceptions
Quelle	In: International Education Journal: Comparative Perspectives, 19 (2020) 2, S.20-35 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Averill, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Pacific Islanders; Indigenous Knowledge; Cultural Influences; Values; Educational Policy; Minority Group Students; Equal Education; Early Childhood Education; Elementary Secondary Education; Postsecondary Education; Teacher Attitudes; Teacher Competencies; Culturally Relevant Education; Teacher Education; Student Diversity + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Cultural influence; Kultureinfluss; Wertbegriff; Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Post-secondary education; Tertiäre Bildung; Lehrerverhalten; Lehrkunst; Lehrerausbildung; Lehrerbildung
Abstract	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. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site:https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01