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A Pasifika teacher outlines the process of how he uses the cultural identifiers for giftedness and applies these identifiers to students that he teaches. The Pasifika teacher also shared his presentation of the process and an explanation of gifted and talented Pasifika students.
Duration: 03:40
A Pasifika student who is able to articulate how his cultural identifiers for giftedness contribute to his world as a learner and how his gifts can be used to help others who rely on him as a role model.
Duration: 02:56
The Gifted and Talented Coordinator shares her story about how her involvement with the Pasifika Achievement Coordinator in the Digi Advisor project. The Digi Advisor project helped affirm what Pasifika initiatives the school already had in place to support their Pasifika learners.
Duration: 02:18
An Auckland Girls Grammar School Samoan language teacher and a non-Pasifika music teacher collaborated on a consensus approach to see which cultural identifiers applied to Pasifika students they taught mutually. The Samoan language teacher acknowledges the value of having a process to identify gifted and talented Pasifika students, providing another avenue or lens to view how Pasifika learners can translate their particular strengths into classroom learning and achievement.
Duration: 02:33
An Epsom Girls Grammar School student discusses two specific cultural identifiers: lineage and birthright that pertain to her upbringing from her family. Notions of cultural identifiers for giftedness are found in the home, and this Tongan student articulates how family and cultural values are used as a foundation to accelerate her learning and achievement at school.
Duration: 03:29
An Auckland Girls Grammar School Samoan language teacher explains how she combines e-Learning tools in her assessments to allow her students to achieve to their potential through the use of YouTube channels to film oral language assessments. This means that students are able to film their assessments without the time pressure or time constraints of timetabled classes as an example of ubiquitous learning.
Duration: 04:22
A Pasifika teacher shares his story about the benefits of being involved in the Digi Advisor project and being involved in online communities of practice on the Virtual Learning Network.
Duration: 03:03
A Pasifika teacher shares his opinion and interpretation of the PEP, how teachers can use the policy document as a way to provide a strategic focus on Pasifika learners, parents, families and communities.
Duration: 01:30
Luamanuvao Winnie Laban, Assistant Vice Chancellor (Pasifika) Victoria University, discusses why it is important to New Zealand as a nation that Pasifika students are successful in education.
Duration: 03:27
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:34
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 00:00
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:03
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:27
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
Pasifika students discuss the importance and relevance that the ASB Polyfest has played in their classroom learning, which in effect improved their academic achievement. Key points in this story also include the senior students mentoring younger students - tuakana/teina model, the opportunity to celebrate their culture by engaging with their traditional performing arts and being able to connect their cultural identifiers to Pasifika giftedness.
Duration: 05:33
Senior Pasifika students provide advice for teachers of Pasifika students, highlighting the need for teachers to focus on the level of language that they use in classrooms to communicate with Pasifika learners.
Duration: 02:24
Glen Tuala - Pasifika Advisory Officer, Correspondence School. explains the flexibility that the Correspondence School can offer in developing a more personalised learning programme for Pasifika students.
Duration: 05:17
Jim Halafihi, ICT teacher Papatoetoe High School, explains how establishing a positive rapport with your Pasifika students can provide a good starting point to knowing your students. When a teacher knows their students they are in a better position to respond more appropriately to their needs.
Duration: 06:01
Maggie Flavell, explains the the perspective of a non Pasifika person working with Pasifika students. She talks about the importance of learning about the Pasifika culture to enable her to better engage with Pasifika students and their families. She also talks about the value of having a good support network to support her own professional development.
Duration: 06:31
Imeleta Faumuina, HoD English Tangaroa College, discusses the importance of providing authentic learning contexts to support meaningful student engagement.
Duration: 10:27
Melaine Sagala - TIC Samoan Language, Avondale College, discusses the benefits of strong student connections for their learning. She also discusses a model for connection that has worked for her in the past.
Duration: 06:39
David Faavae explains that with in the changing Tongan culture that Tongan boys can be very different, each requiring a different approach when working with them as teachers.
Duration: 04:05
Pennie Otto, Lecturer at MIT Tertiary Secondary School, discusses how she has developed a programme based on the Niue language and culture that has lifted Pasifika student achievement at her school.
Duration: 04:23
Teokotai Tarai, HOD Languages, Teacher of Cook Island Maori Language, explains how Pasifika students come to the classroom with a wealth of knowledge and experiences. This can provide a platform for better student engagement and success.
Duration: 06:14
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
This clip, from the Connections and Conversations DVD, considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences, and aspirations.
The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

Duration: 9:44
This clip, from the Connections and Conversations DVD, highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.
Duration: 5:43
This clip, from the Connections and Conversations DVD, considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

Duration: 4:14
This clip, from the Connections and Conversations DVD, explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.
Duration: 11:26
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Professor Emeritus Tagaloatele Peggy Fairbairn-Dunlop comments on the current state of education. She shares her thoughts about reducing and bridging the gap, understanding and engaging in systems, negotiating time, and the benefits of learning the basics.
Duration: 13:18
Reverend Tevita Finau calls for an education system that recognises a range of student gifts and provides opportunities for learners to discover, explore, and build off their strengths. He touches on the importance of family, identity, culture, and keeping the language alive.
Duration: 11:00
Rachel Karalus has a number of concerns for Pacific learners, including racism within the education system, the system's lack of cultural responsiveness, and the need to focus on enabling Pacific parents' engagement. She sees success as Pacific learners as "being who they are 100% of the time" and calls for Pacific learners to have the same educational opportunities as those with "sounder financial backgrounds".
Duration: 9:38
Reverend Professor Dr Uili Fele Nokise explores spirituality – a value that binds together all other values – and its significance to Samoans. He explains the importance of relationships, with both people and the environment. He calls for efforts to bring a common understanding of things, such as how the home and school environments can complement each other and how we express care for each other.
Duration: 10:25
Way before the creation of an electric drill, Tokelauans invented the vilivili – a hand-operated pump drilling device. Pacific ancestors have always been construction innovators.
Duration: 00:46
Pacific ancestors who were scientific innovators knew about the benefits of coconut oil long before it was trendy and profitable.
Duration: 00:55
Pacific ancestors have been navigational innovators since long ago. They created, studied, and memorised navigation charts made of sticks.
Duration: 00:47
Traditional tatau (tattooing) has been handed down from generation to generation. Pacific ancestors have been cultural artistic innovators from way back.
Duration: 00:59
Pacific ancestors have long been financial innovators. They used tafuliae, shell money made up of different coloured shells that represented different monetary worth.
Duration: 00:50

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Professor Emeritus Tagaloatele Peggy Fairbairn-Dunlop comments on the current state of education. She shares her thoughts about reducing and bridging the gap, understanding and engaging in systems, negotiating time, and the benefits of learning the basics.

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Talofa lava, my name is Tagaloatele Peggy Fairbairn-Dunlop. I guess I've been working in education most of my life from primary school teacher to education lecturer at teacher's college, through primary school teaching in New Zealand schools, mainly Porirua and Māori schools in New Zealand. And then in Samoa at the teacher's college, and then at the University of the South Pacific, and then sort of going a bit more globally working for UN before I came back to New Zealand, up to Victoria to be the director of Va'aomanu Pacifica, and then to AUT in Auckland. So I guess my whole life has been education, whether it's in schools or in communities or at church, or with our own children and families.  

We were always told by our parents get a good education, and that's something which nobody can take away from you. The whole new generation of Pacific learners coming through New Zealand, who are not just accepting what is happening around them as the way life should be, and they are starting to question. So there are a lot of very verbal and articulate Pacific youth whose parents have been educated in New Zealand and who have a concept of it's my right, and those sorts of ... which we never had, and which the initial migrants I think, didn't have... was always, hasn't New Zealand been good to us to bring us here and we will work for the good of the country and that sort of thing. So, we have got voice and we have got visibility, but I often still wonder if it's almost a token visibility and voice in many New Zealand forums, and a lot of our well-educated leaders of the future are actually, finding it very hard to break through the assumptions and the values underpinning most of the systems in New Zealand, be this education or the way governments work. And so life is not easy for them. Me, it's quite worrying that we are doing better, right through the systems in terms of passes, but then so are the Palagis . So, if you, like, we can say, yes, we're doing better, but the gap has not reduced because they are also doing better. So that's something we sort of have to concentrate on, in our actual teaching and learning practise. But... So that's one thing we have to keep in mind, how can we reduce the gap? And that's also related to Pacific ideals of what success is, which we can touch on again later. But the worrying thing to me is that there are gender equities in Pacific achievement. When I looked at the data a few years ago, women, girls are doing much better than males. So, there's a dynamic in there that we've got to work out what is happening, why are males not doing so well?  

And also, the other thing that is quite worrying is that within the Pacific community itself, there is an even greater disparity and by generation, but also of those who have made it. And those who finding it very hard even to get, you know, daily food and security, let alone support their children's education success. So there's a growing diversity within the Pacific community as well that we have to really think about, how do we bridge that gap. And some of the programmes that the ministry are doing that seems to be the gap of equity and access that is being addressed as much as possible. Whether you're in a university or a primary school or anything, first of all, number one, who are the students in front of you, where have they come from, what are their backgrounds, what do they need to know about the systems so they can engage profitably and successfully in those particular systems because if I don't know a system, how do I know when to engage? And I think that came through very carefully in the PowerUP as a programme, which isn't children going to schools by themselves, and parents at home, sort of saying, go and learn, and expecting that the teacher knows best. And the teacher and we'll all happen within those four walls, to trying to support the parents also, and the brothers and sisters in the whole family to know the system so that they know they're part of the whole.  

And so I think that was one of the main... I know it was the thrust of PowerUP, which I think is over the years that it's developed, has really started to get that whole, you know, whole of system approach, parents and learners and community together. So we're all rowing the boat or rowing the vaka in the same way. And the child, yeah, that's it, and the child can bring their home knowledge into the school and into the learning at home as well. I remember going to a university graduation at Victoria, a few years ago, and this was for a graduation dinner for the parents. And I sort of felt sorry for the students because... who had graduated, for the graduates, because the parents just... A lot of them did not see the actual huge amount of learning and work that had gone into the achievement of a degree, particularly a postgraduate degree. And they kept saying, okay, we'll do the next one, we'll do the next one where they'll do the next one, but there had not been the fullest understanding, that teaching, for example, at a university wasn't going and sitting in a class like it was at primary school. You know, there's a teacher there and you sit and learn. It required a lot of, you know, additional reading and additional work.  

The next bit about that is when parents really understand and come to know a process better, then they can make decisions around the process, like giving time, you know, negotiating, do you have to go to church five nights a week to do things there, or are you going to have... are we going to... you know, just negotiate the use of time because that's what students also need, an understanding of the workload and a time to do it and not be running around, doing all other jobs to support the family, which is important but which may not directly contribute, and may indeed hamper significantly their educational progress and achievement, you know, doing their homework. Something which is coming out a lot recently in the literature, which I support very much, is that every child is different. And I strongly have believed that there are certain basics that children must know if they're going to build their own knowledge basis. And some of them you would possibly have to learn by rote you know, like your times table, you can't spend all day trying to work out, you know what four sixes is, because you really want to get onto the next bit of any problem you're going to solve. I strongly believe that kids need to know their tables so that they can go onto that harder stuff. They need to know phonics and how to sound out a word. Not every child is going to find the meaning of a word from reading a sentence and, you know, thinking what goes in there, well, what makes sense, which was the new method that came in probably about the 1980s in New Zealand, you know, making sense as you read. Well if I do not have that experience that as in that text, which is a Palagi text usually, how am I going to find the word, but nor is there a strategy to address our known words and find the meaning. So I guess half of me, when I look at the, in fact a lot of me, when I look at the, what we know about diverse learners, whose language may not be English competent, nor are their concepts exactly the same as other people, that, you know, if you haven't got those tools, then you have no strategy to work on. Pacific success is achieving educationally, I'm talking about a school context, achieving educationally, but also taking the others with you as you go through. So it's not competitive. I am better than you or it's really, yes, it's a quiet achievement, but also supporting others to go through with you. Otherwise... I once wrote an article which was about male-female, Pasifika achievement, and I called it, "He's won, but he's lost it." And it was these boys at Rongotai College that we had interviewed that one of them actually went... his parents had put him in an after school... I forget the name of the programme, for maths and that, but he would never let anyone know he was at that programme. And if after school, when he went to this... what are those... there's a homework centre, which is quite well-known in New Zealand. It was Kip McGrath, yeah. He would not let it... he did not tell anyone that he was going to that. And if he went there after school, he had to make sure that no one saw him going there because there was a sense of... and even when he got good marks and others got good marks in the class, they tended to downplay their good marks. And you know, so you're winning, but you've lost. And the theme of what I was looking at was what is the bit that they lose. And it was this, to me, it was this feeling of group identity, security, you know, oneness with the bros, if you like.  

And for many people I think, and I'm not sure why, and there'd be lots of reasons was that to achieve academically was almost like you were a nerd and you were outside us. And well, that's the bit we've got to break down is that... it's commonplace for Pacific people to succeed academically. It's not just, you know, out of the ordinary and we can do both. You try and teach your children and support them. And that's why the parents' role is so important. The parents and the community to, you know, to go for gold, to really use every talent that you have. And so that does require discipline to task, not discipline to body, you know, discipline to task and completion of tasks. It's just, I guess, to try and teach them good study skills and support their study skills, but also giving them the time to do it. I guess I learned it from my older brothers and sisters that, you know, that they sort of did well at school and I'm the youngest of seven. And by the time I got there, it was just an expectation. So it was, it wasn't just an expectation of the, the parents that were sort of, you know... and that was... I don't know, it seems to be a bit lost, doesn't it? And when, of course success encourages success, doesn't it? 


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