Abby Washington EDPR231

The main issue Nz born Pacific people have faced is sense of belonging. Far too often Pacifica
students feel like they do not fit in or are viewed as the odd ones out, especially in classroom
situations where the majority are Pakeha. Some Pacific Islanders also feel excluded even though
their parents or siblings where born in New Zealand. The video clip NZ Born Pasifika
People (Tagata, Pasifika, 2007) introduces us to lady who describes her experience of immigrating
from Samoa to New Zealand. She discusses the barrier of communication, not being able to
communicate with family members who had already been living in New Zealand. One of the
biggest issues for many born New Zealand Pacifica peoples is the loss of their indigenous
language, with parents being encouraged in the 70s not to speak to children in Samoan as it will
muck up their education here in New Zealand (Tagata, Pasifika, 2007). In particular this issue
stood out to me as it was evident that the culture was the problem itself not the teachers, refusing
to incorporate it in our education system.

Learning all about the issues Pacific people have faced and are still facing has made me feel very
sympathetic towards them. This is because many Pacific people have shaped New Zealand for
many years with A number of distinguished Pacific peoples have been educated here Saisoa
(2004, p.233). I fear if nothing is changed in our education systems for example the PEP document
not being implemented in schools, Pacific families will continue to feel more segregated.

Another ongoing issue that pacific peoples are currently facing is health. Pacific peoples are more
exposed to adverse health determinants than the overall New Zealand population (Statistics, New
Zealand, 2013). This is due to the health-care system with their lack of responsiveness for Pacific
people. In relation to other population groups it is evident that pacific people have benefited the
least from health-care services in New Zealand.

One historical event that stood out to me in EDPR232 was the Polynesian Panthers, an event that I
was not aware of. This movement began in the early 70s in response to oppression Pacific
Islanders faced from a society with a strongly mono-cultural perspective (Small, K, 2008)

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In the 1950s thousands of pacifica familys arrived on a ship to New Zealand, with Pacifica people
becoming the fastest growing ethenic group in the country (Tagata pasifica (2007). These
thousands of pacifica workers, arrived hoping for a better life. However in the 1970s this dream of
a new life turned sour. As New Zealand no longer needed them they found themselves at the
bottom of the heap, unemployed, and victims of racism from a country that no longer needed
them. The Polynesian Panthers were made up up ex gang members who restored themselves to
become revolutionaries, reinventing themselves as a political movement, fighting for human
rights helping their communities (Polynesian Panthers, Part 1, 2012). The Polynesian Panthers
accomplished a significant amount for their culture. The group established homework centers so
students could study after school as Pacific Island immigrants valued education but sometimes
parents, didnt have time or language skills needed to help their students (Polynesian Panthers

Part 1 (2012). They also set up regular prison visits to reach out to their brothers inside, and
protested to defend Pacific Islanders rights here in New Zealand and many other positive
movements. This event stood out to me in particular, as I believe I have lived a sheltered life not
aware of the struggles Pacifica people have faced.

The PEP document is an ambition to have all Pacifica children being educated, and engaged on a
meaningful level, having five out of five Pacifica learners participating engaging and achieving in
education. This aims to Secure in their identities, languages and cultures and contributing fully to
Aoteraroa New Zealands social, cultural and economic wellbeing (Ministry Of Education, 2013) .
In 1995 the Ministry of Education established the Pacifica Advisory Group known as the (PAG),
which was made up of 26 members. This document realised in 1996 was a plan designed to fit
Pacifica childrens needs ensuring a high quality education.

This document focuses on priority learners who have been historically seen as not meeting
expectations in New Zealands education systems. This includes Maori and Pacific students who in
the past have been seen not to be achieving at appropriate curriculum levels.

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Samu, Mara & Siteine (2008), state PEP is not mandatory for education organisations; centers,
schools and tertiary education organisations (TEOs) are not accountable for the implementation of
any aspect of PEP. Although the PEP is not mandatory, in 2002 ERO began identifying schools
who were not meeting the achievement of Pacifica students. These reports show that schools will
be accountable for all students achievements.

The Pacifica Education plan places Pacifica leaners, their parents, families and communities at the
centre of the education system, where they can demand better outcomes (Ministry Of Education,
2013). The government has created this document around these concepts to ensure the inclusion
for all students. As a second year teacher in training completing a bachelor of teaching, I believe
this PEP document in a great motive for all teachers with the support from the government to aid
Pasifika leaners, assisting them to achieve in New Zealands education system. As primary teachers
we play a vital role in all students education. I am able to strongly recognise that us future primary
teachers are the foundation of childrens educations. The PEP document recognises this pathway
stating: high quality in childrens early childhood education leads to higher literacy, numeracy and
achievement of qualifications in school, which will turn to contribution to higher participation and
completion of qualifications in tertiary education, also leading to employment opportunities
(Ministry Of Education, 2013). The introduction to this document excites me as a teacher in
training as I myself has the potential to positively impact not only their primary school education
but future ambitions.

As teachers I believe it is crucial that we identify that Within cultural groups there are different
beliefs, values and understandings that shape the way people go about brining up their
children (Pereira, 2010). As teachers it is important to embrace, incorporate, and celebrate all
cultures within a classroom. This means developing and understanding for cultural groups,
beliefs, and values within our own classrooms. The PEP document emphasises the importance of
family, being one of the three focal points: parents, families, and communities. Family is the
centre so that all activities ensure they are responding to the identities, languages, and cultures
of each Pacifica group (Ministry Of Education, 2013). In my opinion I believe the PEP is a brilliant
tool created to support teachers, having guidelines for pacific children so success is achieved.

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To implement this aspect of the plan I would incorporate families into the learning of my
classroom. I would give families multiple opportunities throughout the year to be included in
classroom presentations, where the children get to present their work to family members. I would
build a strong, respectful, relationship with both the parents and teachers, through understanding
and respecting their culture. A way I believe I can show my respect towards Pacifica families is
inviting them into the classroom before the school year starts. I believe its important to meet with
all families before beginning the year. This gives me the opportunity to build a relationship with
families for the beginning, answering any concerns they have of their children, and adapt the
curriculum to fit all childrens strengths. For example this could mean critiquing the curriculum
area of dance to celebrate all cultures. All children could be given the choice in dance to create a
contemporary dance, or a dance that represents their culture.

One of the goals in the PEP document is Pasifika learners excel in literacy and numeracy and make
effective study choices that lead to worthwhile qualifications (Ministry Of Education, 2013). This
goal is backed up with the target of having 85 percent of year 1-10 Pasifika leaners meeting
literacy and numeracy expectations (Ministry Of Education, 2013). As a teacher I strongly believe
it is my job to follow the goals and targets of the PEP document. This document provides us with
clear guidelines, showing us how we can implement these targets into our teaching. To implement
this goal in particular I would provide extra support to Pasifika leaners who needed assistance in
both mathematics and english. This can be as simple as directing more of my teaching time
towards children who are in need of help, or extra tutorials after school to ensure all children are
achieving at the correct curriculum level. Another Idea is using english support and math support
teachers to assist Pasifika learners throughout the day.
I believe the PEP document Is very important for us teachers as Pacific culture is rapidly growing in
New Zealand. This means for future placements or teaching jobs their is a high chance we will be
educating Pacific students in our classroom. The PEP document is a great source for us teachers as
it is something we can refer to throughout our career. This document is something I intend to
relate back to throughout my teacher, keeping it in mind when developing units of work.

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References
- Ministry of education. (2013). Pacific education plan. Retrieved from: http://pasifika.tki.org.nz/
Pasifika-Education-Plan

- Pereira, J., (2010) Spare the rod and spoil the child: Samoan perspectives on responsible
parenting. Kotuitui: New Zealand Journal of social sciences 5.2 98-109
- Saisoaa, M. (2004). Ng hekenga hau. Pacific peoples in Aotearoa/NewZealand. in T. Kaai,J.
Moorfield, M. Reilly, & S. Moseley (Eds.), Ki te whaio. An introduction to Maori culture and society.
Auckland, New Zealand: Pearson Education
Samu, T. Mara, D & Siteine, A (2008). Eduction for Pacific peoples for the 21st century. in V.
Carpenter, J. Jesson, P. Roberts, & M. Stephenson (Eds.), Ng Kaupapa here: Connection and
contradictions in education (pp.145-157). Melbourne, Australia: Cengage Learnign Pty Limited

Small, k (2008) Polynesian panthers talk social change 30 years on. Retrieved from:
www.scoop.co.nz/stories/HL0806/S00109.htm

Statistics New Zealand (2013) Improving the health of Pacific peoples. Retrieved from: http://
www.stats.govt.nz/browse_for_stats/people_and_communities/pacific_peoples/pacific-progresshealth/improving-health-pacific-peoples.aspx
Tagata Pasifika (2007), NZ-born Pacific People, [Acessed 26/5/15: http://www.youtube.com/
watch?v=y8u_ITQr0p0]
YouTube. Polynesian Panthers Part 1 (2012), [Acessed 26/5/15: https://www.youtube.com/watch?
v=AtEKpTJXPmQ