Date
12 August 2022

Review recent research, commentary, and initiatives

Suggestion for implementing the strategy ‘Explore Pacific perspectives on inclusion’

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Tapasā - Cultural Competencies

Tapasā - Cultural Competencies

Tapasā supports teachers of Pacific learners to become more culturally aware, confident, and competent when engaging with Pacific learners and their parents, families, and communities.

Home-school partnerships

Home-school partnerships

Pacific parents value effective communication with schools.

Parents expect teachers to be proactive in developing relationships with them and in learning about their cultural backgrounds.

They like to be valued for the contribution they can make to their children’s learning and the school.

Source: Partners in learning: Schools’ engagement with parents, whānau, and communities in New Zealand (May 2008) (opens in a new tab/window)

Parents’ voices

Parents’ voices

Parents of children with special needs found that some schools were not open to working with them, and they felt that they were unwelcome. They struggled with entrenched attitudes by some school staff about their child and his or her learning or behavioural needs. For some parents, labelling their child and themselves, sometimes linked to previous family history with the school, undermined the development of constructive relationships.

Source: Partners in learning: Parents' voices (ERO, 2008) (opens in a new tab/window)

Source:
Partners in learning: Parents' voices (ERO, 2008)

Support career pathways

Support career pathways

Natalie Faitala, Head of English at Wesley College, talks about the importance of supporting and guiding Pacific learners in their subject choice.

Useful resources

Useful resources

Website

Supporting Pacific Success – Action Plan for Pacific Education 2020–2030

Visit website

Next steps

More suggestions for implementing the strategy “Explore Pacific perspectives on inclusion”:

Return to the guide “Supporting Pacific learners”

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