Download or read book Pasifika Early Childhood Educators Understandings and Beliefs about Pasifika Visual Languages and Cultures in the ECE Curriculum written by Susan Feogoaki Smith and published by . This book was released on 2014 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is a small scale piece of qualitative research exploring the beliefs and understandings of Pasifika early childhood educators in reference to Pasifika visual languages and cultures within early childhood education. The intention of this study was to increase the awareness of the current state of Pasifika visual languages and cultures within the early childhood curriculum. Of equal importance was the impact teachers' views have towards the teaching and learning of young children. The arts education curriculum is an area that is often neglected and treated as an oversight within many educational settings. Many who strive towards the implementation of the arts within their early childhood settings or within schooling systems have been met with ambiguity and conflicting views concerning its role and place within the context of teaching and learning. Such concerns are intensified when considered within Pasifika early childhood services. Te Whāriki, Aotearoa New Zealand's national early childhood curriculum (Ministry of Education [MoE], 1996b) promotes the exploration of all art forms, drawing attention to valuing "....the arts, crafts, weaving, stitching, carving...." from diverse cultures and communities (p. 80). Teachers have a responsibility to ensure that children encounter an environment where they are encouraged to "discover and develop different ways to be creative and expressive" (MoE, 1996b, p. 80). However, this thesis argues that unless teachers make a deliberate and conscious effort to ascertain what this means to them and consider how these experiences are afforded to young children, the arts will remain invisible within the early childhood curriculum and within early childhood educational settings. A close examination warranted the need to consider how Pasifika imagery, traditional arts and crafts, Pasifika histories, visual languages and cultures are understood, expressed and incorporated within Te Whāriki (MoE, 1996b). The use of Pasifika research methodologies, metaphors and cultural frameworks underpinned this study. Teu le va (Anae, 2010a) was used to describe the ways in which the interactions and relationships between the researcher and research participants and with each other, occur when engaged in professional dialogue. This also functioned as a means to protect and nurture such relationships within a safe, secure, spiritual and meaningful space. The concepts of Talanoa (Vaioleti, 2006), Tutala (Sperlich, 1997) and Tuatua (Te Ava, Airini & Davies, 2011) were incorporated to explain the kinds of conversations that could and can occur and their justification is deemed as being of great importance when undertaking any research that involves Pacific people. The notion of 'Aga fakaNiue' was introduced in this study to describe and locate the researcher. This was used as a guide to assist the researcher in her ability to remain authentic and to be, think and feel Niue. The findings identified that for some teachers in this study, limited depth of cultural knowledge and personal experiences of Pasifika visual languages and cultures was implicated in their teaching and learning. This in truth limited the kinds of experiences they could offer young children in their care. The need for a collective approach was highlighted to ensure that some of the traditional Pasifika arts and crafts are maintained. For some, this is a matter of extreme urgency. A profound sense of loss was highlighted concerns about what knowledge and information would be available for proceeding generations. It is envisaged that this study will contribute to an emerging dialogue among teachers which can inform culturally appropriate art education programmes for young children. This study provides a platform to redress the limited literature available to support teachers whose work may be predominately with Pasifika children and their families within general early childhood educational settings.

Download or read book Pasifika Early Childhood Education written by Anne Meade and published by . This book was released on 2003-01-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pacific Languages in Education written by France Mugler and published by [email protected]. This book was released on 1996 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This collection of articles and interviews explores policy, practice and attitudes relating to the use of Pacific languages in education systems of most Pacific Island countries and territories, from pre-school to tertiary level. It records history ; it deals with current attitudes and prejudices ; and it focuses attention on perceived problems with the medium of education in many parts of the region."--Back cover

Download or read book Voices in a Seashell written by G. Robert Teasdale and published by [email protected]. This book was released on 1992 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Papers from a seminar held in Feb. 1992 in Rarotonga.

Download or read book The Role of Place and Play in Young Children s Language and Literacy written by Shelley Stagg Peterson and published by University of Toronto Press. This book was released on 2022-03-01 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, Role of Place and Play in Young Children’s Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing play and place together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning, this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.

Download or read book Affirming Children s Roots written by Hedy Nai-Lin Chang and published by . This book was released on 1993 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education in Languages of Lesser Power written by Craig Alan Volker and published by John Benjamins Publishing Company. This book was released on 2015-02-15 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: The cultural diversity of the Asia-Pacific region is reflected in a multitude of linguistic ecologies of languages of lesser power, i.e., of indigenous and immigrant languages whose speakers lack collective linguistic power, especially in education. This volume looks at a representative sampling of such communities. Some receive strong government support, while others receive none. For some indigenous languages, the same government schools that once tried to stamp out indigenous languages are now the vehicles of language revival. As the various chapters in this book show, some parents strongly support the use of languages other than the national language in education, while others are actively against it, and perhaps a majority have ambivalent feelings. The overall meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the different needs of the speakers within a sociolinguistics of mobility.

Download or read book Indigenous STEM Education written by Pauline W. U. Chinn and published by Springer Nature. This book was released on 2023-08-04 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores ways in which systems of local knowledge, culture, language, and place are foundational for STEM learning in Indigenous communities. It is part of a two-volume set that addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Themes of learning from elders, through practice and place-based experiences are found across cultures. Each chapter brings a uniquely Indigenous point of view to the educational transformation efforts taking place in these distinct contexts. In the second section the chapters use authentic research stories to explain many ways in which regular disciplinary policies and practices can impact Indigenous students’ participation in STEM classrooms and careers. These authors go on to discuss ways to engage learners in STEM activities that are interconnected with the contexts of their lives.

Download or read book Literature Review on the Experiences of Pasifika Learners in the Classroom written by Philippa Bruce Ferguson and published by . This book was released on 2008 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: This literature review on the experiences of Pasifika learners in the classroom was commissioned by the Curriculum, Teaching and Learning Group of the Ministry of Education (the Ministry). The review explores both the conceptual and research-based literatures on the pedagogical dimensions that might impact upon Pasifika learner outcomes. It is intended that this literature review will inform Ministry policy making and subsequent professional learning initiatives that will seek to grow and/or further develop teacher capability in terms of maximising Pasifika student achievement outcomes. Table of contents: * Executive Summary * Introduction * Scope (Definition of terminology. Culture. Ethnicity. Previous reviews.) * Research design (Methodology. Qualitative interpretive approach. Selection of thematic categories. Diversity Pedagogy Theory.) * Findings (Section one: Cultural distinctiveness - Consciousness of cultural difference. Section two: Identities - Identity Development. Section three: Communication and social interaction - Interpersonal relationships. Section four: indigenous and heritage languages - Language learning, language pride. Section five: Co-constructed classroom contexts - The inquiring confident engaged learner. Section six: Culturally responsive pedagogical practice and content -Knowledge acquisition. Section seven: Assessment and evaluation - Reflective and self-evaluating. Section eight: Gaps in the literature. Section nine: Cautions for educators.) * Suggestions for future research and development (Macro issues International cross-cultural studies. Professional learning and resourcing. Pedagogical practices. Identified research questions.) * Conclusion * References.

Download or read book Pedagogies for Diverse Contexts written by Alan Pence and published by Routledge. This book was released on 2018-12-17 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one’s own practices, policies and beliefs. Pedagogies for Diverse Contexts draws on the knowledge and professional experiences of actors from a wide range of countries and cultures. For some, early childhood’s dominant narratives have been influential, while others push back against universalistic orientations and the power of a neoliberal hegemonic agenda. Written to provoke, to stimulate and to extend thinking, these chapters provide insights and examples relevant not only for front-line practice and programme development, but for education, assessment, research and policy development. The twelve chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Considering varied international practices, this key text will enhance understanding, support self-directed learning, and provoke thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.

Download or read book Literature Review on the Experiences of Pasifika Learners in the Classroom written by Philippa Bruce Ferguson and published by . This book was released on 2008-01-01 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Va a Tele written by Rae Siʻilata and published by . This book was released on 2014 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Pasifika learners being schooled in English-medium classrooms, success is premised on the belief that language and literacy development are central to their achievement at school. Schools, however, are not culturally neutral domains, and certain forms of knowledge are valued and emphasised over others in English-medium schooling. Pasifika families want their children to be successful at school. Notions of what constitutes genuine success for minority learners within majority culture schooling (Baker, 2011; Gay, 2010; Gonzalez, Moll & Amanti, 2005) indicate that Pasifika learners should be able to succeed as Pasifika people, rather than fulfilling expectations that require them to become members of the 'majority' culture in order to achieve lifelong academic, or professional goals. If Pasifika learners' languages, cultures, and identities are represented in the 'valued knowledge of school', and utilised as a normal part of language and literacy learning in their classrooms, then their perceptions of success will include, rather than exclude, their linguistic and cultural identities. This research explores the notion of success for Pasifika learners in English-medium classrooms and the central role that teachers and leaders play in enabling these learners to connect the worldviews, languages, literacy practices and experiences of their homes with the valued knowledge and literacy practices of school, so that ultimately Pasifika learners experience success in all the worlds they walk in. The research was set within a national literacy professional development project which schools joined voluntarily with the goal of raising student achievement in English literacy. Teachers were engaged in professional learning over two years, and were supported by a facilitator to raise student achievement in reading and/or writing. The study used a mixed methods case study approach in which the practices of five 'effective' teachers of Pasifika learners were explored in order to devise, with support from the research literature, dimensions of effective literacy practice specific to Pasifika learners. The practices of five teachers who were seeking to improve their practice, and who joined the literacy project a year after the effective teachers, were investigated in order to understand how teachers could make relevant changes using the same dimensions. The particular leadership and facilitation practices that supported them to improve were also investigated. In addition, leadership practices that promoted reciprocal learning focused partnerships between school leaders, teachers, and the families of Pasifika learners were examined. Analysis of findings from each of these research foci suggested that teachers can teach Pasifika learners effectively and in particular ways that connect with and build on their specific languages, cultures, and identities to become literate at school. School leaders and facilitators can support teachers in adaptive ways that enable them to improve their practice, and to utilise teaching and learning approaches that facilitate Pasifika learners' success at school. Rather than following a programme, facilitators develop relationships that are inquiry-focused, collaborative, and success-oriented to facilitate teaching and learning that is both responsive and adaptive to Pasifika learners and their families/aiga.

Download or read book Children s Multilingual Literacy written by Pauline Harris and published by Springer. This book was released on 2021-10-24 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children’s homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children’s literacy development in their home languages and English. The book includes rich descriptions of the young children’s lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children’s multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research.

Download or read book Pacific cultures in the teacher education curriculum written by Kabini F. Sanga and published by . This book was released on 2000 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Musical Childhoods of Asia and the Pacific written by Chee-Hoo Lum and published by IAP. This book was released on 2012-06-01 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Musical Childhoods of Asia and the Pacific agglomerates stories of young children’s music and musicking from around Southeast Asia and the Pacific. A collection of truly unique traditions are interrogated through a variety of contemporary methodologies. Readers are privileged to hear about children’s musical worlds from children, mothers’ musical worlds from mothers, a struggle to engage with music in a closed society, and new gender politics, among other stories. Researchers share experiences and insights gained from applying their chosen methodologies and add to the debate that shapes the continually transforming domain of music education research. Musical Childhoods builds on the diverse inquiry presented in the first three volumes in the series. This volume is an important addition to the libraries of colleges of education and schools of music, as well as music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.

Download or read book Literature Review on the Effective Engagement of Pasifika Parents and Communities in Education written by Ruth Gorinski and published by . This book was released on 2006-01-01 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Tatala a E Koloa o E To utangata Tonga i Aotearoa Mo Tonga written by David Taufui Mikato Fa'avae and published by . This book was released on 2016 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pasifika students’ home knowledges and practices have low value in New Zealand schooling. Despite studies that have argued for culturally responsive teaching that meets the diverse needs of Pasifika students (Alton-Lee, 2008; Coxon, Mara, Wendt Samu, & Finau, 2002; Ferguson, Gorinski, Samu, & Mara, 2008), there is limited research that shows the kinds of ‘cultural’ or family knowledges or practices to which teachers might be responsive. This study provides stories of intergenerational educational experiences of Tongan males in New Zealand and Tonga, foregrounding Tongan language and culture as valuable knowledge in the education of Tongan males (Manu'atu, 2000b; Thaman, 1988; Vaioleti, 2006). This study unfolds useful knowledge about cultural understandings and practices to which teachers might be ‘culturally responsive’. I use the idea of ‘tatala ‘a e koloa ‘o e to’utangata Tonga’ to refer to the process of unfolding and revealing the richness and complexities of Tongan cultural knowledge and understanding in the men’s families’ lives. As family cultural capital, koloa ‘o e to’utangata Tonga relates to the valuable knowledge and practices transmitted from generation to generation within the kāinga (extended family). While the perceptions of what constitutes Tongan cultural capital is diverse and varies from kāinga to kāinga, the perceived importance of koloa ‘o e to’utangata Tonga for Tongan males’ education is shared. The embodiment of Tongan cultural capital is in the kāinga’s aspirations, expectations and the hope for their young to succeed in education. This strengths-based study is a response to the deficit discourse on Pasifika education that is focused on ‘what Pasifika students lack’ in schooling. The overall focus is to remind Tongan parents and the community of the value of Tongan cultural knowledge and practices in Tongan males’ education. Moreover, this study aims to inform teachers, to help them understand what Tongan cultural knowledge looks like in the education of Tongan males. How teachers and schools respond to the cultural knowledge that Tongan males bring from home will determine whether or not their cultural knowledge can become cultural capital in schooling.