Pacific
Processes, policies, practices and people that perpetuate inequity
We do not have enough Pasifika peoples in positions of (educational) influence, reflected by the number of Pacific people who are training in these career paths.
Pacific educator
View Transcript
Pacific peoples are under-represented in education and not adequately included in decision-making processes and leadership. There are not enough Pacific teachers in classrooms or in influential leadership roles within the education system, both in terms of school leadership and educational training pathways.
The ways that Tagata o le Moana are affected by processes, policies, practices and people are presented in the following themes from the report:
Decision making
- There is a lack of Pacific-centric practices: educators, leadership, and training pathways.
Inclusion
- In some educational sectors, Pacific values and protocols are often seen through a deficit lens, rather than as a guide to inform growth and strategic steps.
Partnership
- Key relationships are not established: collective responses to support Pacific learners need to include a wider range of contexts that are meaningful, knowledgeable and relevant.
Regular student attendance rates by ethnicity Term 3 (2019–2023)
Ka hiahiatia pea ēnei
You may also be interested in
- Using digital technologies to support Pacific learners
Practical guidance and planning for including Pacific learners and families in the classroom. - Connecting with families and communities of Pacific learners
Resources and guidance for building relationships with Pacific families and communities. - Teaching stories: Parent and whānau engagement
Ways in which parent and whānau voice can guide what happens in the classroom and help teachers better understand Pacific learners.
Hei whakaaro ake
Food for thought
- Where do you see inequity happening in your school, business or community? And to whom?
- In what ways can we interrogate our policies and practices to look for potential inequity for Pacific learners?
- Who is missing from discussions and decision-making about the education of Pacific tamariki? What relationships are not prioritised or cared for? Who has influence and who are they listening to?
