Success in Pacific Education Grant recipients 2021

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Chloe Davidson & Ben Vete

Chloe Davidson

Ben Vete

Starship Hospital (Ward 24ab Playroom 10198)

Mālō e lelei, Talofa lava, Fakaalofa lahi atu, Ni sa bula vinaka, Kia Orana, Malo ni and warm Pasifika Greetings.

We are hospital Play Specialists and registered Early Childhood teachers working within the hospital licensed play services, at Starship Children’s hospital. We have strong links to our Pacific backgrounds, Ben with Tongan heritage and Chloe with Samoan heritage. We are passionate about supporting Pasifika families who are proportionally over represented in the hospital setting.

We see the need to formalise a process to better support our Pasifika learners, their whānau with hospital play and specific education around their medical procedures. We see our project as a way to bridge the gap that currently exists in the medical setting for Pasifika whānau.

Our philosophy and learning priorities for our tamariki and their whānau are improving outcomes for Pasifika learners in the hospital setting, through embracing their culture and identity.

Our project will help provide whānau with a Pasifika Play Specialists to listen too, advocate for and build up our future generation with knowledge, confidence and resilience so that they can take these dispositions/ strategies from the hospital setting and use them in all walks of life.

Starship Hospital (Ward 24ab Playroom 10198)

Kelsey Flynn

Kelsey FlynnRolleston College

Ia Ora na
My name is Kelsey Flynn and I am very grateful for this grant. I was born in the USA but moved to Christchurch when I was 4. My grandfather was Tahitian and I am able to trace my roots to the Pomare family. Due to this and the fact that my mum was a lecturer in Pacific Art, I have always been around Pasifika people and learnt about different aspects of their cultures. When I became a teacher I wanted to use this knowledge to help my students understand more about their own cultural identities and learn more about my own. I am currently completing my Masters in Education, and will have this endorsed with leadership and culturally responsive pedagogy.

My inquiry is based at Rolleston College, where I have just been appointed the teacher in charge of Pasifika success. My aim is to create a space where all Pasifika students at the College feel comfortable being themselves and where they see their cultures reflected in daily school life. I will be getting the wider community involved in teaching the students about different Pacific nations and cultures. I am hoping that this will in turn make the students feel more confident in themselves and that we may see the achievement gap between Pasifika and European students begin to close.

Peseta Pele T. Tui & Team

Peseta Pele T. Tui TeamPeseta Pele T. Tui Team 2

Pasifika Early Learning Taita

Kia Ora, Talofa lava, Kia Orana, Mālō nī, Mālō e lelei, Fakaalofa lahi atu and warm Pasifika greetings from tamariki, whanau, kaiako and community of Pasifika Early Learning Taita in Wellington.

2020 was a year like no other in our lives. The impact of COVID-19 changed everything! What was our normal was shaken and rocked, pushing us all to find and explore new norms and new ways of being. Many would agree that whilst it kept people isolated and distanced, there were many more moments that brought us closer together.

As an early learning service, we too were challenged. Staying connected to our tamariki, parents, whanau, kaiako as well as the wider community was a priority. Communication through different on-line mediums was challenging but essential. Making learning available to our tamariki in a fun and refreshed way was very important.

What kept everyone focused on ‘ako’ teaching and learning during these times was our cultural model, the FALE of Learning Curriculum Design & Evaluation, we call the FALE of Learning! The fale, fale tele or fale afolau, wharenui or house is a metaphor, familiar to our community and used to bring life to our local curriculum!

The aim of our project 2021, is to further strengthen the ‘FALE of Learning’ to reflect what is important to tamariki, whanau, kaiako and the wider community. To do this, our learning leadership team, Peseta Pele T. Tui, Siitia Lauvi-Anae, Kuini Alapati-Vaitupu and kaiako Tusi Mafiti and Fa’ase’e V. Pese will focus their inquiries not only on the ‘learning environment and learning experiences’ that the FALE of Learning is offering tamariki but ‘what and how the FALE will enhance and support positive learning outcomes?’

Senia Eastmure & Team

Senia Eastmure Team

Palmerston North Boys’ High School

Noa'ia, Mauri, Ni Sa Bula Vinaka, Fakaalofa lahi atu, Tālofa, Kia orana, Mālō e lelei, Mālō nī, Talofa lava, Tēnā koutou katoa and warm Pacific greetings to all,

We come from Palmerston North Boys' High School in the mighty Manawatu region. Our Pasifika Support team consists of passionate, driven and motivated faiako/faiaoga/kaiako who aim to help and support our young men in all areas of their school life, as well as preparing them for the real world.

My name is Senia Samuelu Faiumu Eastmure. I am Samoan and teaching visual arts and photography at our school. This year, I will be working alongside Lifeimi Mafi, who is involved with our Sports Development programs as well as my co-Dean for Pasifika students; we also have Michael Ioane who has returned as an old boy and is a teacher aide; we are also blessed to have the knowledge and support of Pa Anthony Lobb who is our schools Leadership Director and is a descendant of Rangitāne.

I will be leading our Pasifika Support team in a program called ‘Restorative Talanoa’ which uses the indigenous approaches of talanoa to mentor our senior students in Year 12 and 13. This program began in 2020 after the return from the COVID-19 Lockdown, to bring our senior Pasifika students together and re-connect with one another.

The Restorative Talanoa process encourages our boys to re-connect with their Pasifika identities and use these tools to continue being resilient in their current journeys through school, as well as their future walks of life. As they gain new life lessons, our aspirations are that they become positive role models that will contribute to our future Pasifika communities.

Desmond Moemoe

Desmond Moemoe

Clendon Park School

Talofa lava, Fakaalofa lahi atu, Kia Orana and many greetings.

My name is Desmond Moemoe Leota and I am an Associate Principal at Clendon Park School in Manurewa. I have been an educator for 10 years and I thoroughly enjoy working with our young people to ensure that they are able to maximise their learning opportunities and fulfill their potential.

I am Samoan and I have taken the time to learn Te Reo Maori to gain a deeper understanding of the Maori culture. I currently work in our school teaching a ‘all boys class’ in our Maori Bilingual unit, Te Whanau Awhina. I am proud to be able to speak in both languages and to use this to support both our Maori and Pacifica students in our school.

My inquiry in 2021 will focus on using students language and culture to help raise student achievement. This will also involve building strong relationships with parents, aiga, whanau, iwi and hapuu. I believe that when a student is able to have a strong sense of identity, a good understanding of their cultures core values and beliefs i.e., tikanga, a safe learning environment underpinned by their cultural beliefs and values - this in turn will develop and build confident leaders who will excel during their time at school.

Havana Vili Misa

Havana Vili Misa

Mapusaga Aoga Amata

Talofa Lava

My name is Havana Vili Misa and I am the centre manager at Mapusaga Aoga Amata in Christchurch.

Our centre is a total immersion Samoan entity operated on the grounds of the Congregational Christian Church of Samoa (EFKS). Our centre honours the church’s Christian values and beliefs and we are committed to providing high quality early childhood education in an environment that reflects the spiritual and cultural beliefs of Samoan people.

Our project is based around strengthening these cultural values and beliefs and making sure that it is evident in our centre. We will be ‘encouraging our parents and families to engage with their children’s learning, supporting them to have their voice in the design of our local curriculum and our Fale Tele Model.’