Have you ever been in a situation where your perspective has been positively influenced, almost like a breakthrough moment? I have. Multiple times. Most recently during the last Manaiakalani TOD workshop where the key note speaker, Dr Rae Siilata presented. I have been teaching for 12 years, I have learnt a lot, grown a lot and understand the education system and where I stand in it. Dr Rae Siilata shared many points that I want to explore in this post.
One thing that I took away from her presentation was the state of education for Pasefika learners and their place (or lack of) in the education system. This was a breakthrough moment for me because for the first time, in a long time I believe, I understood and acknowledged the gap that our Pasefika students are in in education. It was not all doom and gloom, Dr Rae provided a different perspective on how we can counter the barriers that our Pasefika learners face in the classroom. It is the 'big picture' perspective that she offered that spoke to me and really helped me to see where our Pasefika students are. This perspective gave me a real sense of reality, where things are at the moment - but also a real sense of confidence in who my learners are as Pasefika. That they should be confident and proud of who they are and what they stand in culturally. This is should be an asset in their learning journey. More importantly for me personally, I was able to see where I am as a Pasefika teacher. Here are some of the key take away points that I noted down.
"Recognize the language and cultural resources coming into your space" (Dr Rae Siilata)
I am a product of the education system. I was educated at mainstream schools which were multicultural and were (at the time) streamline schools. When I say that I am a product of the education system, I mean that I was (at the time) one of the few Pasefika students who was able to get through the education system. Pasefika educator turned author, Dahlia Malaeulu, explore the system in her piece 'Rejecting the system'. She details about a specific experience at university where the lecturer talks about the state of the education system in New Zealand. She writes "He dimmed the lights and began to speak, as the first slide of his Powerpoint presentation lit up the screen. It showed a conveyor belt, like in a packing shed where they grade apples. And the label on the side of the conveyor belt read: “The Education System.” I was intrigued. His second slide showed Pālagi children moving along the conveyor belt — and passing under a funnel that showered them with the words “Reading”, “Writing”, and “Maths”. The third slide showed these same children passing towards the end of the production line, entering through doors marked “University”." The 'conveyor belt' education system is something I have benefited from personally. I am fortunate in that I was able to get through the system and complete my tertiary studies. My point in saying this is that until now, I did not realize that this systematic funnel that learners have been put through has not always been beneficial for our Pasefika learners. Malaeulu continues "Brown children now appeared on the conveyor belt, along with Pālagi children. This time, though, reject boxes had appeared off to the side of the belt, labelled “vocational studies”. These reject boxes were filled with mostly brown children — who’d been plucked from the moving belt by Pālagi in white coats labelled “Teacher”. As before, the Pālagi children trundled down the belt till they disappeared through the doors marked “University”. But, this time, they were accompanied by one brown child." Historically this system is designed in a way that categorizes Pasefika learners into categories that do dignify resources that they bring to the classroom. Often these gifts, these resources do not fit around the criteria that the education system is grounded in. My sense of culture and language - not just in mother tongue but in the way we speak in terms of our services and values - was something that was not discussed in the classroom when I was a student. It was something that expressed during Polyfest and that was about it. It was a seasonal resource that was used on stage but not seen as a wealthy resource to acknowledge in class.
"Language and culture can enrich the whole conceptual experience" (Dr Rae Siilata)
Dr Rae reinforces the fact that all Pasefika learners bring a wealth of language and cultural resources to the classroom, valuable resources that can be explored and used in a way that enriches the learning and achievement for Pasefika. I remember being one of a few Pasefika students in my 7th Form English class. All the texts, writing prompts and assessments did not mirror anything that I experienced as a Pasefika learner. As a teacher, I have never explicitly used my student's language and culture as a resource in the classroom. My expectation of them has always been to do their best and to meet the 'standard'. I say 'standard' as in both the criteria for learning but also the 'standard' that I have become accustomed, as a product of the system. I realize now that this 'standard' is something that does not benefit all - I am not discrediting the system, the standards that come along with it - what I am saying that this standard does not necessarily fit with everyone. Inclusivity of rich languages and cultural resources that Pasefika students bring can strengthen their experience at school and this will filter down into their achievement. Moreover the flow on effect with impact their confidence in how they see themselves.
"Our world view informs our literacy practices - is this valued in the classroom?" (Dr Rae Siilata)
How we see and experience the world has an impact on how we practice literacy. Dr Rae expressed how Pasefika people have a different experience of life and how we live this life whilst trying to adjust in a Western world, can be a bit of a challenge. How it is through this lived experience that the way Pasefika practice literacy is different and at the most, this practice is not valued in the classroom. Pasefika practice literacy through the art of story telling, route learning, through singing, through haka, through memorizing bible verse, through performance, through the art of public speaking - particularly in formal situations (powhiri, hui, fono). This is common practice across Pasefika however the question is - is this resource, this wealth acknowledged and valued in the classroom? Is it valued in my classroom? The answer is no. The 'standard' does not allow this practice to be valued, the time constraints does not allow this practice to be valued, the criteria does not allow this practice to be valued. This is a challenging question. I can identify with the literacy practices of Pasefika. I am Pasefika. I can see how the current education system especially for my secondary students, does engage with this type of practice. Literacy (or lack of) is a common and defining factor in the underachievement of Pasefika learners. How can I use the literacy practices that are deeply embedded in Pasefika learners and use it as a valuable resource in the classroom?
"To be culturally responsive is not enough" (Dr Rae Siilata)
This comment was a defining moment for me in Dr Rae's presentation. She is right. To be culturally responsive is only scratching the surface. In order to really unlock the potential of our Pasefika learners, to really understand who our Pasefika learners are - you need to be more than just responsive to them culturally. It is a big picture, all in, type of approach that is needed. It is more than ticking boxes, having language classes, doing Polyfest, celebrating language week - do not get me wrong, these are beautiful platforms that we use to promote culture. But the resources, gifts and practices of our Pasefika learners is something that needs to be factored into the curriculum. The curriculum needs to reflect who they are and what skills they bring. Mirrors and windows.
I felt empowered after sitting in Dr Rae Siilata's presentation. For the first time I felt that the ideas and thoughts that I had on what our Pasefika students need was heard. I felt affirmed and valued as a Pasefika teacher, where my thoughts, the thoughts and concerns of my colleagues, was validated and appreciated. My mindset going into this term is renewed and I see my learners, who are predominantly Pasefika, differently now - and in a good way. I see them as people whose skills and experiences are bigger and more valuable than the system. I see the system as something that needs to change but I am so also realistic. I am aware that this change will probably not happen anytime soon. I want to ensure that I am doing my part as not just a teacher but also a Pasefika learner myself, to give my students the opportunities to be unapologetically brown. Not just on the stage. But in the classroom. To use what they bring in terms of experiences, culture and identity and use it not just a valuable tool but a POWERFUL tool that will bring them achievement and a greater sense of identity and confidence.
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