Developing Equity for Pasifika Learners within a New Zealand Context: Attending to Culture and Values

Autor/inn/en	Hunter, Jodie; Hunter, Roberta; Bills, Trevor; Cheung, Ingrid; Hannant, Barbara; Kritesh, Kevin; Lachaiya, Rakesh
Titel	Developing Equity for Pasifika Learners within a New Zealand Context: Attending to Culture and Values
Quelle	In: New Zealand Journal of Educational Studies, 51 (2016) 2, S.197-209 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-016-0059-7
Schlagwörter	Foreign Countries; Culturally Relevant Education; Social Values; Indigenous Populations; Indigenous Knowledge; Language Role; Family Role; Social Support Groups; Interpersonal Relationship; Access to Education; Teacher Student Relationship; Parent Teacher Cooperation; Disadvantaged; Minority Group Students; Change Strategies; Achievement Need; Barriers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wert; Sinti und Roma; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lösungsstrategie; Neuseeland
Abstract	Many Pasifika students start their schooling fluent in their own language and with a rich background of knowledge and experiences. However, very quickly they join high numbers of Pasifika students failing within the education system. The reasons are diverse but many link directly to the structural inequities they encounter which cause a disconnect (and dismissal) of their cultural values, understandings, and experiences. In this article we share the findings across multiple studies of the role that language, family, and respectful relationships hold as enablers or barriers to Pasifika students' access to education. We illustrate that when educators consider the language and culture of Pasifika students and explicitly establish respectful and reciprocal relationships with the students and their family, learning is enhanced and their cultural identity positively affirmed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01