Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors in...Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Paciflc/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasfika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students＇ knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students＇ success.展开更多
Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and ...Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and their reaso ns for rati ng values at differe nt levels of importance.Design/Approach/Methods:The study involved Years 7 and 8 Pasifika students from two low-socioeconomic middle schools.Students selected their most and least important mathematics educatio nal value stateme nts on a survey.Semi-structured in dividual in terviews were used to investigate their reasons for selecting the values.Findings:The mathematics educational values ranked highly by the greatest percentage of students were practice,family,respect,and persistence.In contrast,the values of accuracy and utility were rated as least importa nt.Stude nt in terview data revealed comm on alities in accou nting for the importance of different values.The findings indicate an intersection between the mathematics educational values and cultural values of Pasifika people.Originality/Value:There have been few studies that have explored the mathematics educational values of Pasifika stude nts.The curre nt study provides in sight into why specific values are importa nt to Pasifika students and how these may in flue nee classroom in teractions.The use of stude nt interview data wide ns the existi ng literature focused on values in mathematics education.展开更多
This paper focuses on health promotion and community development programmes conducted within Pacific nation locations. A literature review was carried out that identified differences in understanding of the practice o...This paper focuses on health promotion and community development programmes conducted within Pacific nation locations. A literature review was carried out that identified differences in understanding of the practice of health promotion and community development in Pacific Island communities when compared with the rest of the developed world： Snakes and ladders is a metaphor for process and progress of such programmes whereby health and community gains are made only to collapse and fall back, close to or at, the starting point Reasons for this are discussed, particularly through comparison with health promotion and community development programmes in other non-Pacific countries, and with success factors identified in such programmes. This link between methodological approaches of international funding agencies and the success or otherwise of programmes, is identified. Suggestions are made as to approaches to be used when working within Pacific lsland nations. These approaches involve empowerment of the local community to lead, manage, and evaluate the effectiveness of these health promotion and community development programmes.展开更多
文摘Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Paciflc/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasfika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students＇ knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students＇ success.
文摘Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and their reaso ns for rati ng values at differe nt levels of importance.Design/Approach/Methods:The study involved Years 7 and 8 Pasifika students from two low-socioeconomic middle schools.Students selected their most and least important mathematics educatio nal value stateme nts on a survey.Semi-structured in dividual in terviews were used to investigate their reasons for selecting the values.Findings:The mathematics educational values ranked highly by the greatest percentage of students were practice,family,respect,and persistence.In contrast,the values of accuracy and utility were rated as least importa nt.Stude nt in terview data revealed comm on alities in accou nting for the importance of different values.The findings indicate an intersection between the mathematics educational values and cultural values of Pasifika people.Originality/Value:There have been few studies that have explored the mathematics educational values of Pasifika stude nts.The curre nt study provides in sight into why specific values are importa nt to Pasifika students and how these may in flue nee classroom in teractions.The use of stude nt interview data wide ns the existi ng literature focused on values in mathematics education.
文摘This paper focuses on health promotion and community development programmes conducted within Pacific nation locations. A literature review was carried out that identified differences in understanding of the practice of health promotion and community development in Pacific Island communities when compared with the rest of the developed world： Snakes and ladders is a metaphor for process and progress of such programmes whereby health and community gains are made only to collapse and fall back, close to or at, the starting point Reasons for this are discussed, particularly through comparison with health promotion and community development programmes in other non-Pacific countries, and with success factors identified in such programmes. This link between methodological approaches of international funding agencies and the success or otherwise of programmes, is identified. Suggestions are made as to approaches to be used when working within Pacific lsland nations. These approaches involve empowerment of the local community to lead, manage, and evaluate the effectiveness of these health promotion and community development programmes.
