Sailiga Tomai Ma Malamalama'aga Fa'a-Pasifika--Seeking Pasifika Knowledge to Support Student Learning: Reflections on Cultural Values Following an Educational Journey to Samoa

Autor/inn/en	Surtees, Nicola; Taleni, Leali'ie'e Tufulasi; Ismail, Raesha; Rarere-Briggs, Benita; Stark, Robyn
Titel	Sailiga Tomai Ma Malamalama'aga Fa'a-Pasifika--Seeking Pasifika Knowledge to Support Student Learning: Reflections on Cultural Values Following an Educational Journey to Samoa
Quelle	In: New Zealand Journal of Educational Studies, 56 (2021) 2, S.269-283 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Surtees, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-021-00210-7
Schlagwörter	Foreign Countries; Pacific Islanders; Indigenous Knowledge; Culturally Relevant Education; Culture; Values; Samoa + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Kultur; Wertbegriff
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01