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ABSTRACT
Pacific learners are often theorised as minority learners or diverse learners in Aotearoa New Zealand (NZ). Taking a strengths-based approach with an appreciative inquiry lens, this study explored how certain educators were phenomenal in their practices, and how they enhanced teaching and learning for Pacific learners’ achievement and success in New Zealand tertiary educational settings. This qualitative ethnographic studied 12 educators teaching practices with their Pacific students in different types of tertiary education. Fifty-six students participated in student Talanoa (Pacific discussion) groups to discuss who had been phenomenal educators during their times of study. This paper presents some of the successful practices of these phenomenal educators who created engaging processes of learning, considering the question, ‘Who are phenomenal educators for Pacific learners, and what do they do in their practices?’ The phenomenal educators’ practices focus on the core belief of inclusivity in their teaching by ensuring that Pacific learners’ identities and cultures remain at the core of their tertiary teaching practice. Inclusivity was relayed through their practice and/or mindset which purposefully involved a concept of relational processes, aligned to Pacific learners’ values. The use of cultural methods of engagement enabled deep and richer articulations of student cultural realities and journeys.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Cherie Chu-Fuluifaga
Cherie Chu-Fuluifaga is a Pacific academic-activist who strives to work for changes for Pacific people. As a result, her university courses are centred on educating learners to be community leaders in Aotearoa. Cherie has taught and researched in Pacific education for over 20 years in Aotearoa and in the Pacific region.