Tapasā
Cultural competencies framework for
teachers of Pasifika learners
DRAFT FOR
CONSULTATION
June 2017
Foreword (Minister)
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Contents
Introduction............................................................................................................................................ 4
Knowing yourself .............................................................................................................................. 5
Assumptions...................................................................................................................................... 5
Ngā turu - the competencies .............................................................................................................. 6
Turu 1: Identity, language and culture .......................................................................................... 6
Turu 2: Collaborative and respectful relationships and professional behaviours ................... 7
Turu 3: Effective pedagogy for Pasifika learners ........................................................................ 7
Tapasā – the framework ..................................................................................................................... 8
Case study analysis flow chart ..................................................................................................... 11
Working with Tapasā ......................................................................................................................... 12
Examples of Pasifika models and frameworks .............................................................................. 13
Glossary ............................................................................................................................................... 14
Some useful websites ........................................................................................................................ 15
Some useful references .................................................................................................................... 17
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Introduction
Pasifika parents, families and communities value education. New Zealand’s world
class education system needs to deliver for all learners including Pasifika to ensure
equitable outcomes for all. The Pasifika Education Plan (PEP) sets out the
Government’s strategy for Pasifika success where Pasifika learners are secure in
their identities, languages and cultures, participating, engaging and achieving in
education, and contributing fully to Aotearoa, New Zealand’s social, cultural and
economic wellbeing. Research shows that good leadership and high quality teaching
make the biggest difference in student achievement within the classroom and in
schools.
Building Pasifika competencies across the education workforce is one of the PEP’s
key targets. Skilled and confident teachers and leaders are important for Pasifika
educational success. At the center of Pasifika educational success are the learners,
their parents, families and communities. Pasifika parents know that educational
success is achieved when teachers and leaders:
 recognise and build on what they, their children, families and communities
already know and value, and
 integrate those understandings and expectations, values, beliefs and knowledge
into the teaching and learning, school planning and policy setting spaces.
Pasifika or Pasifika peoples are umbrella terms used to categorise a diverse range of
peoples from the Pacific region who now live in New Zealand but continue to have
family and cultural connections to Pacific Island nations. Pasifika identify themselves
with the islands and cultures of Samoa, Tonga, Cook Islands, Fiji, Niue, Tokelau, Tuvalu
and other Pasifika heritages. They may be recent migrants, long settled in New
Zealand, or New Zealand-born. Pasifika also have increasingly multi-ethnic heritages. It
is important that teachers and leaders are aware of and respond to these diverse,
ethnic-specific, as well as multiple identities and characteristics and realise that onesize-fits-all approaches are ineffective.
The Ministry of Education, partner education agencies and the wider sector must
engage and respond well to the shared and ethnic specific identities, languages and
cultures of each Pasifika group and learners from those groups, drawing on their
processes, methodologies, theories and knowledge.
Tapasā emerges from this knowledge and provides the overarching navigational
tool, in the form of a framework, to support teachers and leaders to engage,
challenge, shift and transform their way of thinking and practice, and understandings
of Pasifika success.
Tapasā brings Pasifika perspectives to effective and quality teaching practice at
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different stages of a teachers’ journey in key areas and transition points for Pasifika
learners in early learning, primary and secondary education. This will help set them
up to participate and enjoy success in tertiary education, the work place and beyond.
It builds on the PEP and weaves together the many small and significant strands in
Pasifika-focused classroom theories and practices some of which are already taking
place.
Tapasā is the Samoan term meaning compass. In this context, it symbolises a
conceptual navigational tool or framework to support teachers and leaders to
strengthen their Pasifika capability and capacity, and confidence when teaching and
working with Pasifika learners, their parents, families and communities.
Knowing yourself
It is important that teachers and leaders understand their own distinctiveness, identity
and culture in deep and meaningful ways in order to genuinely engage and respond to
the distinctive identities and cultures of others. The ability to reflect on the taken-forgranted beliefs and ideas that are held within their own culture will enable teachers and
leaders to recognise their inbuilt assumptions.
Teachers are responsible for groups of learners with histories, perspectives, values
and cultures that are very different from theirs, and even vary between each learner,
in significant ways. This is the beginning of the development of the openness and
reflection that teachers need to create relationships for learning with students who have
cultural knowledge, languages and experiences different to theirs. Knowing yourself is
not only about identity and self-reflection it is to also understand ones’ own biases,
prejudices and actions of privileging.
Tapasā will assist teacher reflection and development so that teachers can support all
Pasifika learners to achieve their potential.
Assumptions
Tapasā assumes that users:
 are developing effective, high quality pedagogy and can use Tapasā to further
strengthen, build-on and develop responsive pedagogy for diverse Pasifika
learners that is linked to current theory, research and effective practices that
might include ethnic-specific approaches;
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recognise the importance of cultural locatedness1 in the classroom, the school
and for student achievement;
acknowledge that each learner and groups of learners and their identities,
language and culture are at the centre of effective pedagogy for Pasifika success;
are aware that Pasifika learners learn differently from each other and their peers;
recognise the importance of cycles of review and improvement as an important
part of effective pedagogy;
understand that culture is more than just ethnicity and race which means the
notion of culture is not just the domain of others or minority groups. They
themselves also have ‘culture’;
recognise Tapasā as an opportunity for building their understanding of Pasifika
learners, parents, families and communities and broadly enhance their learning
and practice; and
are able to build on and become confident and competent in themselves as
teachers for Pasifika and all learners.
Ngā turu - the competencies
Ngā turu within Tapasā describes and connects the behaviours, qualities and
features that enable teachers and leaders to navigate and implement Tapasā at
different stages. Each turu is distinct yet interconnected, and in the classroom, all
turu may be occurring simultaneously. Each turu need to be considered together in
order to demonstrate change in thinking and practice that leads to Pasifika
educational success.
The turu are:
Turu 1: Identity, language and culture
Demonstrate awareness of the diverse and ethnic specific identities,
languages and cultures of Pasifika learners.
Turu 1 is about teachers’ understanding that spirituality, distinctive and ethnic
specific identities, languages, cultures and strengths of Pasifika learners inherently
shapes the way they think and learn. The motivations influencing their thinking and
learning is manifested in the different ways they respond or similar ways they behave
in different situations. It is seeing and knowing that Pasifika learners bring their own
knowledge and teachers need to build on this knowledge. Teachers who are
confident in their own identity and distinctiveness will appreciate the distinctive and
ethnic specific identities, qualities and contexts of each of their Pasifika learners and
will reflect this in their planning, classroom teaching and relational endeavours.
1
Cultural locatedness in this context refers to the focus of the competencies at different stages of a teaching career. In the classroom, it can mean teachers shifting (physically,
mentally, emotionally, professionally) learning, teaching and practice into locations or spaces that is safe, comfortable and culturally ‘fits’, and is receptive to the learner (Ministry of
Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education).
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In practice, Turu 1 is about relational and united approaches in building a future for
learners that is respectful of their past and background. For teachers, it is about
effectively teaching academic knowledge while enhancing their ancestral knowledge
to prepare them for a gainful future secure in their own identities.
Turu 2: Collaborative and respectful relationships and professional
behaviours
Establishes and maintains collaborative and respectful relationships and
professional behaviours that enhances learning and wellbeing for Pasifika
learners.
Turu 2 represents the importance of strong, reciprocal, responsive and collaborative
relationships, partnerships and engagement between the teacher, the school and the
learner, their parents, families and communities. These relationships are evident
within and across all stages of the learner’s educational journey towards success.
Effective and meaningful engagement is essential for Pasifika learner success that
needs to be established early on in early learning settings and maintained
throughout their learning journey in schools and tertiary institutions to ensure
success later in life.
In practice, the teacher and school need to utilise Pasifika constructs to engage and
collaborate in different ways that empower Pasifika learners, parents, families and
communities. Turu 2 alludes to the reciprocal notion of collaborative power sharing
and relationships where schools critically examine whose knowledge is being taught
and valued, recognising that the existing system often privilege majority ‘culture’ and
knowledge. Schools need to recognise this and create relationships and spaces for
learner knowledge to be valued within the classroom and school system.
Turu 3: Effective pedagogy for Pasifika learners
Implements pedagogical approaches that are effective for Pasifika learners.
Turu 3 refers to the journey undertaken and the outcomes desired by Pasifika
learners and their families / ‘aiga to achieve success at school. Turu 3 brings
Pasifika strengths and understanding to existing teaching standards and
competencies, as well as code of ethics and effective pedagogy in the classroom so
that teaching practice is relevant and personalised to the learner. It means teachers
need to understand that Pasifika learners inhabit different realities, learn and engage
in multiple ways and come into the classroom with unique skills, talents and
knowledge.
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Tapasā – the framework [note this A3 will be reformatted for final printing]
Tapasā Indicators
What this means for
Tapasā
Competency
A beginning teacher
An experienced teacher
A leader
A student teacher
Who builds on previous successful theorising and behaviours to:
Turu 1: Identity,
language and
culture
Demonstrate
awareness of the
diverse and ethnic
specific identities,
languages and
cultures of Pasifika
learners.
1.1 Understands his or her own identity and culture, and how this
influences the way they think and behave
1.2 Is aware of diverse ethnic specific differences between Pasifika
groups and commits to being responsive to this diversity
1.3 Understands that Pasifika worldviews and ways of thinking are
underpinned by their identities, languages and culture.
1.4 Use evidence and data to demonstrate understanding of diverse,
ethnic specific contexts, identities, languages and culture
between Pasifika groups in their planning, teaching and
assessments
1.5 Understands the socioeconomic, demographic, historical as well
as contemporary profiles of Pasifika learners, their parents,
families and communities, and its impact on learning and
wellbeing from a Pasifika perspective
1.6 Demonstrate understanding of diverse Pasifika infant, toddler and
child caring practices in early learning settings.
CASE STUDIES
Case Study: Using data to know and understand the learner and how they can learn in different ways
Mary, a new graduate teacher, moved to Invercargill recently and will start teaching Year 6 students at a local primary school with high numbers of Pasifika
students. To help her understand the local community better she searched local city council data, online databases and requested information from the
school principal. Mary discovered that many of the Pasifika families had moved to Invercargill from Auckland and Wellington for employment. She learnt that
the majority of the Pasifika students were of Cook Islands, Samoan and Tongan descent and that there were specific differences in identity, language and
culture between these groups and noted this in her planning and practice.
She discovered that there was a local Pasifika health and social service and a local church hosted a weekly Pasifika service attended by many of the
students their families on Sundays. Mary visited these places during the year to get to know the families better. She learnt the names of her students and
how to pronounce them correctly and where they came from. She was able to learn some of the greetings from each Pasifika group and began the planning
to include Pasifika words, concepts and values in her lessons.
As Mary got to know her students and their families’ better she observed the rich intellectual and cultural capital her students had developed with her
students. Mary co-designed a project with students and their families called “Making Invercargill our home” to get to know them better.
Case study: Supporting a child with a hearing impairment
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had
difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health
professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for
Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class
activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and
discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from
her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a
resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made
a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary
noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents
also reported a big improvement in his attitude and behaviour.
1.7 Demonstrate complex and advanced understanding, knowledge
and practice of Pasifika ethnic specific being, identities,
languages and culture
1.8 Demonstrate a strengths-based practice, and builds on the
cultural capital Pasifika learners, their parents, families and
communities bring to the classroom and the school
1.9 Support colleagues to build their knowledge and understanding of
Pasifika ethnic specific identities, languages and culture
1.10 Is aware of cultural protocols and sensitivities in Learning Support
settings and seeks support to develop and build inclusive
education capability.2
1.11 Demonstrate understanding that some Pasifika learners share
multiple heritages and know the importance of supporting multiple
identities, languages and cultures in their educational success
and achievement
1.12 Ensures colleagues, Pasifika learners and their parents
understand the role of Pasifika in the context of Te Tiriti o
Waitangi with tangata whenua.
1.13 Lead learning and teaching that is responsive to Pasifika ethnic
specific identities, languages and culture across syndicates and
networks of schools
1.14 Ensure the school charter, strategic and achievement plans
reflects the importance of identities, languages and culture in
Pasifika educational success
1.15 Prioritise resources, training and support for teachers, school
leadership and governance to strengthen their capability and
capacity to work and engage effectively with Pasifika learners,
parents, families and community
Develop strategies for future environments and evolvement of Pasifika
ethnic specific identities, languages and culture.
Case Study: Recognising diversity within and between Pasifika groups
In her ongoing research to get to know her students better, Mary noticed differences within and between Pasifika ethnic groups. For example, she discovered
that the Cook Islands were comprised of 15 main islands spread across the Pacific ocean with distinct linguistic and cultural differences between islands.
She understood that the Cook Islands were one of three realm countries of New Zealand, with self-government status, and that while they were technically
New Zealanders, they valued their own stories, languages, intra-identities and traditions, dualities and complexities. Mary decided that she would engage
with her Cook Islands students and their parents to find more information about these differences.
During classroom discussions Mary noticed some differences between her Pasifika students. Her Samoan students including NZ-born for example spoke
about the importance of church, family, island home village affiliations and the Samoan language to their sense of identity. This was supported by research
she had undertaken, such as the Youth 2000 study by the University of Auckland which showed that Samoan young people had significantly strong cultural
and church-related connections and identities with over half fluent in the Samoan language. Data from NZ Statistics also supported this pattern where
church attendance and participation was high within the Samoan population compared with other groups. Mary also discovered that for some of her students,
particularly her recently arrived Tongan students and their families, English may be their second language and that extra support for them may be needed.
Mary made a commitment to continue to develop her knowledge of the Tongan language, customs and culture by engaging with her Tongan students, their
parents, families and community leaders. She sought support from her Tongan students and their parents to help her with her pronunciation of some Tongan
words.
For Mary, these examples were not only beneficial learning experiences for her it also helped her strengthen her relationship with her students and their
parents. Mary was able to reflect on her ongoing research which confirmed for her that Pasifika children are diverse and learn differently from each other
despite seemingly similar backgrounds. She planned and developed strategies to incorporate this understanding into her practice and assessment. She also
understood that cultural knowledge and identity must not be replaced by school knowledge and values. Rather, it must be the foundation on which the school
curriculum will build on.
Case Study: Strengthening identity and culture and student success through Pasifika cultural groups
Tere, a secondary school teacher in Auckland observed that there were some tensions between participation in Pasifika cultural groups such as Poly club and activities, and the time away from their classes for participating students. She also noticed the pressure on Pasifika teachers to lead the preparations for the
annual “Poly fest” cultural festival for secondary schools. Tere wanted to strengthen the benefits of student engagement in cultural activities and enable community support for the students. Tere also wanted to have a structured plan so that the students did not fall behind in their work. Tere worked with her
colleagues to hold community meetings and the community identified people to support and lead the Poly Fest preparations in the school. Tere and her colleagues’ also co-constructed workshops and extra tutorials in subjects for students and in Poly fest preparations and practices. Tere wanted to know how Poly
club and Poly fest participation benefitted her students particularly in learning and achievement from a students’ perspective. She worked with senior students to develop, implement and analyse the results of a simple survey. The survey found that overall, participation in cultural groups such as Poly club and Poly fest
had a positive impact on student learning and engagement. For example, students reported that they were able to apply the planning and time management skills they learnt in Poly club to their school work. Students also gained confidence in themselves, self-identifying strongly with who they were culturally. They felt
more confident in the classroom, and in some cases were able to use real life scenarios or examples from their Poly club and Poly fest experiences in the classroom. Tere, with the help of her students was able to collate the findings into a report and present it to the school leadership team and the board, re-affirming
the importance and benefits to the school and student learning and achievement of Poly club and Poly fest participation.
Some guiding questions
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What cultural and prior knowledge do my students bring to class and how can I incorporate this in my practice?
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How do I integrate Pasifika knowledge, methodology and pedagogies with non-Pasifika ones to enrich the learning of both Pacific and non-Pasifika?
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What are my students and their families’ aspirations for the future and how can I assist them to reach their goals?
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What difference is my teaching practice making to Pasifika learner achievement? How will I know?
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What are some of the shared attributes and distinct differences of the various Pasifika ethnic groups? How are these different?
2
Some useful links
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Read: Vaioleti, T.M. (2011). Talanoa, Manulua and Founga Ako: frameworks for using enduring Tongan educational ideas for Education in
Aotearoa/New Zealand. Unpublished PhD thesis. http://researchcommons.waikato.ac.nz/handle/10289/5179
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Read: Fairburn-Dunlop, T.G. (2010). Pacific youth connecting through poly in Youth voices, youth choices: identity, integration and social cohesion in
culturally diverse Aotearoa/New Zealand. Victoria University of Wellington, p20. http://www.victoria.ac.nz/cacr/research/youth-family/youth-voices,youth-choices/Youth-Voices-Youth-Choices-report.pdf
A useful resource to support development in this area can be found here: file:///C:/Users/richardt/Downloads/Implementing%20an%20Inclusive%20Curriculum.pdf
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What do I understand about the diversity within Pasifika groups in my community?
Who are the groups that I need to link with, within the Pasifika communities and within the senior leadership of the school?
How will I ensure that this new way of working spreads the load and is not a barrier for student success at Poly Fest and at school?
How can I plan to ensure that the skills that students learn during preparation for Poly Fest can be used effectively in the classroom to strengthen the
learning and achievement of all students?
Turu 2:
Collaborative and
respectful
relationships and
professional
behaviour
Establishes and
maintains
collaborative and
respectful
relationships and
professional
behaviours that
enhances learning
and wellbeing for
Pasifika learners
2.1 Understands his or her worldviews and ways of building
relationships differ from those of Pasifika learners
2.2 Understands that there are different ways to engage and
collaborate successfully with Pasifika learners, parents, families
and communities
2.3 Is aware of the importance of respect, collaboration and
reciprocity in building strong relationships with Pasifika learners,
their parents, families and communities.
Some guiding questions
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How does the way I relate to my students differ from the way I engage with their parents, families and communities? What am I engaging about?
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Is the way I connect and engage with my students, their parents, families and community making a difference? How do I know this?
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What do ‘reciprocal’ and ‘respectful’ relationships mean in a Pasifika context? Are they the same for me?
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How did I link the gender roles within my Pasifika construct example that enabled all my students to get the benefit of the thermodynamic lesson?
Implements
pedagogical
approaches that are
effective for Pasifika
learners
3.1 Recognises that all learners including Pasifika are motivated to
engage, learn and achieve
3.2 Knows the importance of Pasifika cultural values and approaches
in teaching and learning
3.3 Understands that Pasifika learners learn differently from each
other and that pan-Pasifika approaches are not as effective as
personalised, ethnic specific approaches
3.4 Understands the aspirations of Pasifika learners, their parents,
families and communities for their future and sets high
expectations.
Watch ‘Connecting Polyfest with academic performance’: http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Polyfest.
Watch ‘Know your students’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Know-your-students.
Watch ‘Student advice for teachers’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Student-advice-for-teachers.
Watch ‘Each student is unique’ - http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Each-student-is-unique.
2.4 Demonstrate understanding of the importance of collaborative
and respectful relationships for successful learning
2.5 Adopt a range of strategies to communicate clearly and build
effective relationships with Pasifika parents, families and
communities
2.6 Demonstrate understanding of Pasifika values of reciprocity and
respect in relationship building and communication
2.7 Understand the importance of shared knowledge and power
collaborative relationships.
CASE STUDIES
Case Study: Building relationships through shared understandings
Caroline, an English teacher, wanted to engage better with the Pasifika students in her class so she could get to know them better and look at ways to help
with their learning through better engagement. Caroline understood the importance of positive engagement in relation to student achievement, so she
worked with one of her Pasifika colleagues to develop and implement an engagement strategy with her students. In one example she started using Pasifika
literature by Pasifika authors with characters and backgrounds that her Pasifika students could identify with in her lessons. In another she used Pasifika
events and practices to generate dialogue and discussion with her students. Over time, Caroline noticed greater engagement and responsiveness, as well
as active participation among her students in a range of classroom and learning activities compared to before she implemented those strategies. There was
also corresponding increase in the achievement levels of her students. Caroline reflected on her own thinking and how it had also changed her
understanding of her students and her teaching practice.
Turu 3: Effective
Pasifika pedagogy
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2.8 Engages with Pasifika learners, their parents, families and
communities in all aspects of teaching and learning pathways
2.9 Extensively use Pasifika resources, tools, references and
conceptual models to enhance communication and relationship
building in planning, teaching and assessments
2.10 Incorporate Pasifika words, songs, activities, and artifacts to
connect and engage with children and their parents
2.11 Support colleagues to strengthen their abilities to build and
establish collaborative and respectful relationships and
communicate clearly
2.12 Critically reflect and examine whose knowledge is being taught
and valued in classroom practice in order to balance and
enhance power sharing collaborative relationships.
2.13 Can evidence and visibly demonstrate strong collaborative and
respectful relationships and reciprocal partnerships with
Pasifika learners, parents, families and communities that is
linked to learning and achievement
2.14 Has strong relationships with Pasifika community and cultural
leaders
2.15 Prioritise resources and support for teachers, school leadership
and governance to strengthen their Pasifika capability and
capacity around building and establishing respectful and
collaborative relationships
2.16 Grow and lead authentic and respectful relationships with the
Pasifika sector and community leadership
Recognise and support initiatives to strengthen relationships and
provide spaces for learner knowledge to be valued within the
classroom and school system.
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about
thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a
meaningful and effective way of illustrating these science concepts. With guidance from his colleagues Paul was able share his idea with some of the parents
of his students and invited them to talk about umu-making, to ‘co-teach’ the class. Paul was able to explain these scientific concepts using the information
provided by the co-teaching parent. Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and
improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how
these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the
important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in
future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of
relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school
learning to those living as a Pasifika person in Aotearoa New Zealand.
Some useful links

Watch ‘Relationships and community’: https://www.youtube.com/watch?v=eygBgH-BRps.
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Watch ‘Strong student connections’: http://pasifika.tki.org.nz/Media-gallery/Effective-teaching-for-Pasifika-students/Strong-student-connections.
3.5 Articulate and demonstrate a teaching philosophy and approach
that considers the holistic and collective aspects of Pasifika
learners, their parents, families and communities
3.6 Actively seek and adopt different, ethnic specific ways of
instruction and working with Pasifika learners, parents, their
families and communities
3.7 Understands the dual and multiple contexts and world views
Pasifika learners navigate including Pasifika/non-Pasifika,
familiar/unfamiliar, local/global, past, present and future
3.8 Understand that Pasifika learners come with prior knowledge and
are equal partners together with their parents, families and
communities in determining their learning journey and what
achievement and success means to them.
3.9 Demonstrate classroom pedagogy that takes into account and
incorporates Pasifika ethnic specific starting points, knowledge,
learning styles and preferences which are clearly evident in
lesson plans and teaching practices
1.16 Extensively uses Pasifika worldviews, statistical data, research
evidence, references and conceptual models in their planning,
teaching and assessments
3.10 Use data and evidence including the different Pasifika conceptual
models and frameworks as a reference and guide for planning,
teaching and assessment
3.11 Engage with and contribute to evidence and professional
literature to add to and/or refresh/update understanding of
Pasifika pedagogy, especially in a modern and future-focused
context
3.12 Demonstrate understanding of establishing ethnic specific
culturally safe spaces and settings as critical in learning for
Pasifika learners
3.13 Further develop and strengthen adaptive expertise in teaching
and learning to ensure Pasifika learners are confident and
successful in both Pasifika and English-medium contexts
3.14 Engage in ongoing professional learning and development and
seek support to further develop and strengthen their Pasifika
confidence and capability
3.15 Ensure the school charter and achievement plan reflects the
importance of effective pedagogy that supports Pasifika education
success and achievement.
3.16 Prioritise resources and support for professional learning and
development for staff that strengthens their pedagogy in effective
teaching and learning practice for Pasifika.
3.17 Establish evidence-based and meaningful data-driven goals,
monitors, and initiatives to strategically plan for higher Pasifika
achievement levels.
3.18 Continuously build, expand and share the school’s range of
Pasifika resources and information within and between schools
3.19 Actively work and engage in professional learning and
development in current Pasifika education issues and trends in
relation to Pasifika learner achievement.
3.20 Lead the development of adaptive expertise within and between
schools to enable reflective practices that are most effective with
diverse Pasifika learners.
CASE STUDIES
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Case Study: Explaining ideas and understanding through Pasifika concepts – a Samoan example
Lisa, a Samoan history teacher, used the story of the Mau movement in Samoa (early 1900s) as the beginning point to explain and discuss concepts such
as nationalism, communism and colonialism in her class. Lisa knew that this was a highly sensitive and personal topic for some of her, mostly Samoan
students, but because she had developed a strong rapport and understanding with her students she felt comfortable about introducing this topic. A
discussion with a senior colleague about creating ‘safe spaces’ for these types of sensitive discussions also gave her confidence. Lisa used the Mau
movement as the ‘hook’ for her students which enabled her to contextualise the learning outcomes for her students in a culturally significant and relevant
way. She then shifted and broadened their thinking to a global context by discussing world war events to further illustrate these concepts. The use of war
stories also appealed to her mostly male students. Through this approach, her students were able to engage, participate, learn and understand these
complex concepts and in their own words. Her students were able to apply this approach in other areas of critical thinking and analysis. In another learning
lesson, Lisa was able to further build their critical analysis thinking by using the Dawn Raids (1970s) as a research topic for her students to explore their
understanding of the impact of these types of historical events on the socio-political situation for Pasifika today.
Some guiding questions

What do I know about teaching practices designed specifically to improve outcomes for Pasifika students?

What do I do to invite interest from non-Pasifika students and other educators in the success of Pasifika students?

How do I use both future focused methodologies as well as traditional ones to ensure that learning by Pasifika students are grounded on their
knowledge and prepares them for a globalised future?

Do they mean the same for me?
Case Study: Empowering children through Pasifika concepts and activities – a Niuean example
Stephanie, an experienced early childhood teacher, wanted to continue strengthening and further developing the cultural identity and language skills of her
Niuean early learners in meaningful and engaging ways. This was linked to the Te Whāriki learning goal to empower children and be confident in their
identity, language and culture by exploring new materials and activities, and enable them to make choices. Together with some of the parents and family
members, they designed a programme of activities over a period of time that coincided with key cultural dates and events, as well incorporating Niuean
cultural practices in the planning of the activities. One of the activities was the making and painting of the Ie pili Niue, the Niue bed spread. To prepare,
materials such as paint, brushes, cloth and other resources needed for this activity were gathered by the teacher and parents. The children helped set up the
classroom by covering the tables with newspapers and spreading the white cloth across the table as well as helping fix and secure the material to the table.
One of the mothers demonstrated to the children how to draw and design a flower pattern before letting them to design their own patterns. Stephanie
observed a lot of communication, instructing, interacting and negotiating turn-taking between the children to decide who should draw, how and what kinds of
patterns to draw and colours to use. She noticed the parents interacting with the children in the Niuean language, using Niuean words to describe the
different colours and types of flower patterns where some of the children would respond in Niuean. Stephanie also noticed the children were concentrating,
challenging as well as complimenting each other, playing alongside each other and respecting each other’s working space. At the end of the activity, the
children helped clean up and put the materials away. During mat time, Stephanie asked the children how they felt about the activity. In response, the children
replied that they had fun being able to create and design their own patterns and enjoyed learning new words in the Niuean language. Stephanie noted her
observations and the way the children actively engaged and participated in the activity as part of the ‘Learning Story’ for each child in her class.
Some useful links

Read: Si’ilata, R. K. (2014). Va`a Tele: Pasifika riding the success wave on linguistically and culturally responsive pedagogies. The University of
Auckland. ResearchSpace@Auckland https://researchspace.auckland.ac.nz/handle/2292/23402.

Si‘ilata, R., Dreaver, K., Parr, J., Timperley, H., & Meissel, K. (2012). Tula’i Mai! Making a Difference to Pasifika Student Achievement in Literacy. Final
Research Report on the Pasifika Literacy Professional Development Project 2009 – 2010. Auckland: Auckland UniServices Ltd.
http://www.educationcounts.govt.nz/publications/pasifika_education/literacy-professional-development-project-2009-2010
10
Case study analysis flow chart
This flow chart is provided to support users of Tapasā in the analysis of case studies and
generate further thinking and discussion.

CASE STUDY


Identify the key elements in
the case study that link to
the ‘turu’ and to the
evidence
Provide examples from the
text in the case study.


Identify next steps for
the teacher and the
students/children
Identify what is missing
in the teacher ‘thinking ‘
linked to the ‘turu’ and
the evidence
Identify any challenges
and issues that come out
of the case study – for
the teacher and for the
students / children.
Links to:



Sources of further evidence
Prompt questions for
further discussion
Resources that will extend
teacher thinking, planning
and assessment.
11
Working with Tapasā
Tapasā is designed to support teachers to become more confident and competent
when engaging with Pasifika children, their parents, families and community. It is
most effective when it is considered alongside legislated core teaching professional
standards, code of ethics and other relevant guidelines, competencies and
frameworks.
Tapasā can also be used by school, education leaders and providers as a reference
and resource to support them in a range of activities such as school-wide planning,
developing local curriculum, induction and mentoring, appraisals, as well as
professional learning and development. It can support the development of guidelines
and priorities when working across a network of schools and organisations. It can
support Communities of LearningKāhui Ako with identifying and establishing
achievement challenges and identifying workforce, personnel needs as well as
resources that will enable these communities to achieve their shared learning goals
and aspirations.
Board members might find value in using Tapasā to inform strategic direction and
policies, complement efforts to strengthen Pasifika capability and capacity at
governance level through training, and develop tools to support the aspirations of
their Pasifika learners, their families and local community.
Tapasā can be used by education agencies in their planning and strategies to
address Pasifika priorities in their respective domains. Teacher training providers
might also find Tapasā helpful in supporting their efforts to improve and design
teacher training and develop professional development programmes that are more
responsive to the needs of Pasifika learners, their parents, families and community.
12
Examples of Pasifika models and frameworks
There are numerous Pasifika models and frameworks that might be helpful for teachers. A small selection is summarised in the table below. These have been developed by Pasifika
researchers, educators and practitioners to capture and articulate Pacific worldviews, knowledge and cultural frameworks. While not all are education-specific they are useful guides
for teachers and leaders in the classroom, teaching practice and planning and assessment, as well as engagement.

Talanoa
Kakala
Fa’afaletui
Fonofale
Tivaevae
Tongan (also Fijian and Samoan)
Tongan
Samoan
Samoan
Cook Islands
Dr Timote M. Vaioleti
Professor Konai H. Thaman
Kiwi Tamasese, Carmel Peteru, Charles
Waldegrave, Allister Bush
Fuimaono Karl Pulotu-Endermann
Teremoana Maua-Hodges
Tala means to inform, tell,
relate and command, as well
as to ask or apply

Noa means of any kind,
ordinary, nothing in particular.
Noa in pedagogy can mean
contextual fluidity to suit
collective goals, learner’s
cultures and aspirations

Talanoa can occur in different
forms from simple informing to
interviewing, critical discussion
and evaluation

This holistic model is almost
always carried out face-to-face

Useful framework for
communicating and engaging
with staff, families and
community.
Source(s): Developing position:
http://whanauoraresearch.co.nz/files
/formidable/Vaioleti-Talanoa.pdf ;
Differentiating talanoa:
http://search.informit.com.au/docum
entSummary;dn=674853083445219
;res=IELHSS.

There are three key processes
associated with kakala, a Tongan
term meaning fragrance or smell of
a plant. They are: toli - collecting
and selecting the best flower for the
garland; tui - sewing the flowers
together; and luva - presenting of
the garland to the person intended
for it

The model provides a template for
schools and families to plan and
select the activities or ‘garland’ to
present to their learners, school
and families, parents and
community. Schools can use this
framework to define a selection of
activities and how they will use that
activity to work with teachers,
families and the community

The focus of kakala is on the
development of teaching and
learning that is culturally inclusive
for Pasifika teachers and students.
Source:
https://akoaotearoa.ac.nz/project/pasifik
a-learners-and-success-tertiaryeducation/blogs/kakala-framework-profkonai-thaman.

Generally, fa’afaletui relates to the
critical iterative process of weaving
(tui) together all the different
expressions of knowledge from
within various groupings such as
gender separation within the
cultural community. This allows the
appropriate cultural protocols to be
addressed and permit issues
considered tapu (sacred and
forbidden) to be discussed openly

Similarly, the person at the top of
the mountain, the top of the tree
and in the canoe but close to the
school of fish will have different but
equally important perspectives

In the classroom, the teacher
should seek the views of the child,
their parents, families and
communities for a well-rounded
perspective and understanding of
their situation and background.
Source:
http://familycentre.org.nz/Publications/fil
esSocialPolicyResearch/Ole%20Taeao
%20Afua%20the%20new%20morning.p
df.

The fonofale model is a
dynamic Pasifika model of
health that uses key parts of
the fale to represent interrelated and holistic Pasifika
values and beliefs

The foundation represents ‘aiga
/ family; the roof represents
culture; the four pou / posts
represent spiritual, physical,
mental and other (age, gender
etc) dimensions; notions of
time, environment and context
encircle the fale

This model is able to be applied
in the classroom to assist with
planning and teaching that
considers the child’s holistic
needs.
Source:
http://www.hauora.co.nz/resources/F
onofalemodelexplanation.pdf.

This model draws on the
tivaevae appliqué quilt within
Cook Islands culture

The model provides a
framework for collaboration and
working together where each
member is allocated a task

The quality of the completed
tivaevae is a reflection of the
combined efforts of each
individual within the collective
and the strength of the
relationships and
communication

The model can be linked to the
following key values: tā’okotai
(collaboration), tu ‘akangāteitei
(respect), ‘uri’uri kite
(reciprocity), tu inangaro
(relationships), ‘akairi kite
(shared vision).
Source:
https://akoaotearoa.ac.nz/community
/auckland-teu-le-vaa-workshopforum/forum/pasifika-modelsresearch.
13
Glossary
‘Aiga
(Samoan) immediate and extended family
Fale
(Samoan) house
Ngā
(Cook Islands Māori) Pair, two or collective, multiple, more than one
Pasifika
A term that describes people from Pacific Nations or who identify
with Pacific Nations because of ancestry or heritage
Talanoa
(Tongan also Samoan, Niuean and Fijian) A term that can be
referred to as a conversation, dialogue, an exchange of ideas or
thinking, whether formal or informal, but typically face to face
Tapasā
(Samoan) Compass. In this context it is used as a conceptual
navigational tool designed to support users of this resource in
strengthening their Pasifika capability and capacity and confidence
when working with Pasifika learners
Turu
(Cook Islands Māori) Generic term meaning support, help or brace.
Turu refers to competency in this resource
14
Some useful websites
Education Council (http://educationcouncil.org.nz/)
The Education Council is the professional organisation for teachers. They represent all
teachers from early childhood education through to primary and secondary schooling in
English and Māori medium schools and promote all that’s best about teaching – good
practice, new ideas; inspirational leadership.
Te Kete Ipurangi (www.tki.org.nz)
A web portal containing a range of information, resources, references and links to other sites
and networks available to teachers, leaders, and schools for targeted and supplementary
support - the Pasifika Education Community pages can be found at http://pasifika.tki.org.nz/.
New Zealand Education Gazette: Tukutuku Korero (http://www.edgazette.govt.nz/)
This is the Ministry of Education’s official magazine for the education sector focussing on
Ministry initiatives and good practice in schools and early childhood centres. A range of
relevant stories and articles can be found at this website, such as:
 Engaging Pasifika parents contributes to strong results
http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8671
 Language as learning tool http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8833
 Enhancing the Achievement of Pasifika - http://leap.tki.org.nz/About-LEAP.
Down the Back of the Chair (www.thechair.co.nz)
This website contains the Ministry of Education's catalogue of teaching and learning
resources for schools, and is a portal for education providers to view and order Ministry
resources.
Education Review Office (http://www.ero.govt.nz)
The Education Review Office is responsible for reviewing and evaluating schools and early
childhood centres. The following is a Pasifika specific publication:
 Making Connections for Pacific ' Success. Source: http://www.ero.govt.nz/NationalReports/Making-Connections-for-Pacific--Success-November-2013/Introduction.
New Zealand Council for Educational Research (http://www.nzcer.org.nz/)
The New Zealand Council for Educational Research is New Zealand’s independent,
statutory education research and development organisation. They conduct research and
evaluation work with a range of public and private sector clients including in education.
NZCER provide links to a range of useful books, journals and educational research articles.
Some useful publications include:
 How can we teach them when they won’t listen?: How teacher beliefs about Pasifika
values and Pasifika ways of learning affect student behaviour and achievement. Source:
http://www.nzcer.org.nz/nzcerpress/set/articles/how-can-we-teach-them-when-they-wont-listen%E2%80%9D-how-teacher-beliefs-about-pasi.
15
Living Heritage (http://www.livingheritage.org.nz/)
An online forum where young people can celebrate the heritage of New Zealand and the
Pacific Islands by developing their own web pages about their local community, family, and
friends. A sample of useful stories can be found at the following links:
 http://www.livingheritage.org.nz/Schools-Stories/Overcoming-adversity-The-VaialaBeach-School-story/Cyclones
 http://www.livingheritage.org.nz/Schools-Stories/Samoan-success/Samoan-LanguageClass
 http://www.livingheritage.org.nz/Schools-Stories/Samoan-success/Polynesian-Club.
16
Some useful references
This reference list contains a selection of articles, papers and publications that provides
helpful background reading to further develop a teachers’ understanding of Pasifika learners.
The references are organised according to the main themes associated with each turu,
however in reality the references can be linked to all three turu.
Turu 1
Bishop, R., and Berryman, M. (2006). Culture speaks: Cultural relationships and classroom
learning. Wellington: Huia.
Fairbairn-Dunlop, T. P. (2008). Reconnecting to our sea of islands: Pacific studies in the next
decade AlterNative: An International Journal of Indigenous Peoples, 4(1), 45–56.
Fletcher, J., Parkhill, F., Fa’afoi, A., and Taleni, L. T. (2006). Pasifika students’ perceptions of
barriers and support to reading and writing achievement in New Zealand schools. New
Zealand Journal of Educational Studies, 41(2), 163–182.
Graham, J., Meyer, L. H., McKenzie, L., McClure, J., and Weir, K. (2010). Māori and Pacific
secondary student and parent perspectives on achievement, motivation and NCEA.
Assessment Matters, 2, 132–153.
Latu, V. F. (2004). There is more to learning mathematics than mathematics: Attributional
beliefs and motivation of Māori and Pacific Island students. In I. Putt, R. Faragher, and
M. McLean (Eds.), Proceedings of the 27th annual conference of the Mathematics
Education Research Association of Australasia, Townsville, 27–30 June (Vol. 2, pp.
343–350). Sydney, NSW: MERGA.
Mila-Schaaf, K., and Hudson, M. (2009). The interface between cultural/understandings:
negotiating new spaces for Pacific mental health. Pacific Health Dialog, 15(1), 113119. Retrieved from:
http://www.leva.co.nz/page/49-projects+Research+Knowledgewaves
Mila-Schaaf, K., and Robinson, E. (2010). ‘Polycultural’ capital and educational achievement
among NZ-born Pacific peoples. Mai Review, 1, 1–18.
Robinson, D., and Robinson, K. (2005). Pacific ways of talk – hui and talanoa. Unpublished
research project for the New Zealand Institute for Economic Research. Retrieved
January 13, 2010, from http://scpi.org.nz/documents/Pacific_Ways_of_Talk.pdf
Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning
process. Boston, MA: Pearson Education.
Taouma, J., Tapusoa, E., Podmore, V., and Wendt-Samu, T. (2012). Nurturing Positive
Identity in children;' O le tama ma lana a'oga, O le tama ma lona fa'asinomaga. A
paper presented at ‘ The New Zealand Educational Administration and Leadership
Society (NZEALS) Conference’. Bethlehem College, Tauranga New Zealand.
Tupuola, A. (1998). Adolescence: Myth or reality for ‘Samoan’ women? Beyond the stagelike toward shifting boundaries and identities. Thesis submitted in fulfilment of the
17
requirement for the degree of Doctor of Philosophy in Education, Victoria University of
Wellington, Wellington.
Tupuola, A. (2004). Raising consciousness the Fa’a Samoa way. New Zealand Annual
Review of Education. 3, 175 - 189.
Vaioleti, Timote. (2014). ‘Manulua ultimate aim of ako: ‘ilo, poto, fonua and ‘ofa as
pathways’. A paper presented to the Toi te Kupu, Toi te Mana, Toi te Whenua NZARE
Symposium. Te Whare Wananga o Awanuiarangi, Whakatane, 26 September 2014 –
27 September 2014.
Vaioleti, T. M. (2013). Talanoa: differentiating the Talanoa research methodology from
phenomenology, narrative, Kaupapa Māori and feminist methodologies. Te Reo, 56,
191.
Vaioleti, T. M. (2011). Talanoa, manulua and founga ako: Frameworks for using enduring
Tongan educational ideas for education in Aotearoa New Zealand (Unpublished PhD
thesis). University of Waikato, Hamilton, New Zealand.
Turu 2
Airini., Anae, M., Mila-Schaaf, K. with Coxon, E., Mara, D. and Sanga, K. (2010). Teu Le Va
— Relationships across research and policy in Pasifika education: A collective
approach to knowledge generation & policy development for action towards Pasifika
education success. Wellington: Auckland UniServices for the Ministry of Education.
Crowl, L., Crocombe, M.T., and Dixon, R. (2013). Ron Crocombe: e toa! Pacific writings to
celebrate his life and work. Suva, Fiji: USP Press.
Education Review Office. (2013). Making connections for Pacific Learners’ Success.
November 2013. New Zealand Government.
Fairbairn-Dunlop, Tagaloatele Peggy. (2010). Pacific youth connecting through Poly. In,
Youth voices, youth choices: identity, integration and social cohesion in culturally
diverse Aotearoa/New Zealand. Centre for Applied Cross-Cultural Research and
Va’aomanu Pasifika, Victoria University of Wellington. Foundation for Research,
Science and Technology.
Flavell, M. (2014). How do Pacific Island families perceive the role and engagement of
Pacific parents in their children’s education? (unpublished master’s thesis). Victoria
University of Wellington, New Zealand.
Gorinski, R., and Fraser, C. (2006). Literature review on the effective engagement of Pasifika
parents and communities in education (PISCPL): Report to the Ministry of Education.
Wellington: Ministry of Education.
Ma-Ua Hodges, T. (2000). Ako Pai Ki Aitutaki: Transporting or Weaving Cultures. Research
Report of Field Experiences to the Cook Islands. Wellington: Wellington College of
Education.
18
Turu 3
Allen, P., Taleni, L. T., and Robertson, J. (2009). “In order to teach you, I must know you”:
The Pasifika initiative: A professional development project for teachers. New Zealand
Journal of Educational Studies, 44(2), 47–62.
Chu, C., Glasgow A., Rimoni, F., Hodis, M., and Meyer, L.N. (2013). An analysis of recent
Pasifika education research literature to inform improved outcomes for Pasifika. Victoria
University of Wellington for the Ministry of Education.
Education Council New Zealand / Matatū Aotearoa. (2010a). Practising teacher criteria
handbook. Retrieved from http://educationcouncil.org.nz/sites/default/files/PractisingTeacher-Criteria-Handbook-(English).pdf
Education Council New Zealand / Matatū Aotearoa. (2010b). Graduating teacher standards
poster. Retrieved from http://educationcouncil.org.nz/sites/default/files/gts-poster.pdf
Fergusson, B., Gorinski, R., Wendt Samu, T., and Mara, D. (2008). Literature review on the
experiences of Pasifika learners in the classroom. Report to the Ministry of Education.
New Zealand Council for Educational Research.
Fletcher, J., Parkhill, F., Fa’afoi, A., Taleni, L. T., and O’Regan, B. (2009). Pasifika students:
Teachers and parents voice their perceptions of what provides supports and barriers to
Pasifika students’ achievement in literacy and learning. Teaching and Teacher
Education, 25, 24–33.
Gegeo, D. W. (2008, April). Shifting paradigms in Pacific scholarship: Towards island-based
methodologies, epistemologies and pedagogies. Paper presented at Building Pacific
Research Capacity and Scholarship Fono 2008, Fale Pasfika, University of Auckland.
Latu, M. (2009). Talonga: A contribution to the teaching and learning of Tongan primary
school children in New Zealand (Unpublished master’s thesis). Auckland University of
Technology, New Zealand.
Latu, S., and Young, A. (2004). Teaching ICT to Pacific Island background students.
Proceedings of the Sixth Australasian Conference on Computing Education (Vol. 30,
pp. 169–175). Darlinghurst, Australia: Australian Computer Society.
Lee-Hang, D. M. (2011). Fa’afatamanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo
a’oga a faia’oga saienisi fa’aolioli: A culturally appropriate formative assessment in
science lessons: Implications for initial science teacher education (Unpublished PhD
thesis). University of Waikato, New Zealand.
Lipine, T. (2010). Education of secondary Samoan students in New Zealand: The road to
success (Unpublished doctoral thesis). Victoria University of Wellington, New Zealand.
Mara, D., and Marsters, M. (2009). Pasifika students: Supporting academic success through
the provision of mentoring. Wellington: Ako Aotearoa.
McNaughton, S., and Lai, M. K. (2009). A model of school change for culturally and
linguistically diverse students in New Zealand: A summary and evidence from
systematic replication. Teaching Education, 20(1), 55–75.
19
Ministry of Education (2011). Pasifika Education Plan Monitoring Report 2009. Ministry of
Education, Wellington.
Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori
Learners. Wellington: Ministry of Education.
Ministry of Education (2012a). Pasifika Education Research Priorities: Using research to
realise our vision for Pasifika. Ministry of Education, Wellington.
Ministry of Education. (2012b). Pasifika Education Plan 2013–2017. Ministry of Education,
Wellington.
Ostler-Malaulau, D. (2009). Understanding Pasefika perceptions and experiences of the
school system in years 7 to 10 (Unpublished master’s thesis). Massey University,
Palmerston North, New Zealand.
Otunuku, M. (2010). Tongan conceptions of schooling in New Zealand: Insights and possible
solutions to underachievement (Unpublished doctoral thesis). University of Auckland,
New Zealand.
Pang, V. O. (2009). The beliefs of successful Asian American Pacific Islander teachers: How
culture is embedded in their teaching. Aapi Nexus, 7(1), 55–82.
Parkhill, F., Fletcher, J., and Fa’afoi, A. (2005). What makes for success? Current literacy
practices and the impact of family and community on Pasifika children’s literacy
learning. New Zealand Journal of Educational Studies, 40(1–2), 61–84.
Passi (2011). To give back to the hand that fed me (Unpublished master’s thesis). University
of Auckland, New Zealand.
Podmore, V. N., with Wendt Samu, T. and A’oga Fa’a Samoa (2010). O le tama ma lana
a’oga: O le tama ma lona fa’asinomaga: Nurturing positive identity in children.
Wellington: Ministry of Education.
Pulotu-Endemann, F. K., Suaali’i-Sauni, T., Lui, D., McNicholas, T., Milne, M., and Gibbs, T.
(2007). Seitapu Pacific mental health and addiction cultural & clinical competencies
framework. A report in association with PAVA to Te Pou o te Whakaaro Nui. The
National Centre of Mental Health Research and Workforce Development, Auckland,
New Zealand.
Rio, N., and Stephenson, M. (2010). Agency and transformation: Pasifika teachers
navigating the currents of change. Mai Review, 1, 1–10.
Schuster, E. (2008). Who are the best teachers of Pasifika children? Kairaranga, 9(2), 10–
13.
Si‘ilata, R. (2014). Va`a Tele: Pasifika learners riding the success wave on linguistically and
culturally responsive pedagogies. University of Auckland: Unpublished PhD thesis.
http://hdl.handle.net/2292/23402
Si‘ilata, R., Dreaver, K., Parr, J., Timperley, H., & Meissel, K. (2012). Tula’i Mai! Making a
Difference to Pasifika Student Achievement in Literacy. Final Research Report on the
Pasifika Literacy Professional Development Project 2009 – 2010. Auckland: Auckland
UniServices
Ltd.
20
http://www.educationcounts.govt.nz/publications/pasifika_education/literacyprofessional-development-project-2009-2010
Siope, S. A. M. (2010). Children of the migrant dreamers: Comparing the experiences of
Pasifika students in two secondary schools attempting to be culturally responsive to
mine from a generation ago (Unpublished master’s thesis). University of Waikato, New
Zealand.
Siope, A. (2011). The schooling experiences of Pasifika students. Teaching and Learning
10, (3), 11-15.
Suaalii-Sauni, T., S.M. Fulu-Aiolupotea. (2014). Decolonising Pacific research, building Pacific research
communities and developing Pacific research tools: the case of the talanoa and the fa’afaletui in
Samoa. Asia Pacific Viewpoint, Vol. 55, No. 3, December 2014.
Taleni, L. T., Parkhill, F., Fa’afoi, A., and Fletcher, J. (2007). Pasifika students: What
supports them to become better readers. Pacific-Asian Education, 19(2), 56–71.
Tamasese, K., Peteru, C., Waldegrave, C., and Bush, A. (2005). Ole Taeao Afua, the new
morning: a qualitative investigation into Samoan perspectives on mental health and
culturally appropriate services. Australian and New Zealand Journal of
Psychiatry, 39(4), 300-309.
Te Ava, A. (2011). Mou Piriia Te Kōrero ‘Ā To ‘Ui Tūpuna, Akaoraoraia: Culturally
Responsive Pedagogy for Cook Island Secondary Schools Physical Education.
University of Auckland: Unpublished PhD thesis.
https://researchspace.auckland.ac.nz/bitstream/handle/2292/10112/whole.pdf?sequen
ce=4.
Te Ava, A. Airini., and Rubie-Davies, C. (2011). Akarakara akaouanga i te kite pakari o te
Kuki Airani: Culturally responsive pedagogy. Pacific- Asian Education, 23(2), 117-128.
Tiatia, J. (2008). Pacific cultural competencies a literature review. Wellington: Ministry of
Health. Retrieved from: http://www.leva.co.nz/file/PDFs/pacific-cultural-competenciesmay08.pdf
Tuafuti, P. (2010). Pasifika Bilingual Education: Unlocking the culture of silence. MAI
Review, (1). Retrieved from:
http://review.mai.ac.nz/index.php/MR/article/view/305/397.
Tuafuti, P., Pua, V., and van Schaijik, S. (2011). Raising Pasifika children’s achievement and
literacy levels: Assumptions and risks. He Kupu: The Word, 2(4), 58–71.
Tui Atua Tupua Tamasese Ta’isi Tupuola Tufuga Efi., Suaalii-Sauni, T., Tuagalu, I., KirifiAlai, T.N., Fuamatu, N. (Eds.). (2008). Su’esu’e Manogi. In search of fragrance. The
Centre for Samoan Studies, National University of Samoa, Lepapaiigalagala, Samoa.
Vaioleti, T. M. (2006). Talanoa research methodology: a developing position on Pacific
research. Waikato Journal of Education, 12(21-34).
Wendt-Samu, T. (2006). The ‘Pasifika umbrella’ and quality teaching: Understanding and
responding to the diverse realities within. Waikato Journal of Education, 12, 35–49.
21