Relevant bibliographies by topics / Pacific Peoples Education

Academic literature on the topic 'Pacific Peoples Education'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Pacific Peoples Education"

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Bentley-Gray, Daisy. "Pacific Peoples in Tertiary Education in Aotearoa New Zealand." Ekistics and the new habitat 81, no. 3 (September 30, 2022): 55–60. http://dx.doi.org/10.53910/26531313-e2021813629.

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Even though Pacific peoples in tertiary education in Aotearoa New Zealand strive to achieve milestones which bring honour and prestige to their families and communities in New Zealand and the Pacific, socio-economic factors still hinder many from achieving their set goals. This article begins by relating the author’s own narrative as a Sāmoan living in the Pacific diaspora and working in tertiary education in Auckland. It then outlines the diverse aspirations of Pacific peoples living in New Zealand, with a focus on the educational hopes of recent migrants as well as New Zealand-born members of Pacific communities. These aspirations are presented with reference to the existing literature on Pacific success within tertiary education in Aotearoa New Zealand. We discuss how education providers support Pacific students, and the ways in which institutions are working to improve Pacific educational outcomes. It is argued that even if the New Zealand Tertiary Education Strategy (TES), the Action Plan for Pacific Education 2020- 2030 (APPE), and Unitec's Pacific Success Strategy 2019- 2022 are aligned in their goals, more effort is needed to ensure that these initiatives are implemented effectively through multi-disciplinary and value-based approaches. This article adds value by providing an insider’s perspective of migration and a first-hand account of the challenges facing students in higher education in Aotearoa New Zealand. Moreover, the analysis contributes to the repertoire of academic studies and publications that help to understand and improve the Pacific experience in tertiary education in Aotearoa New Zealand.
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Wendt Samu, Tanya. "Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand." New Zealand Annual Review of Education 26 (July 1, 2021): 197–207. http://dx.doi.org/10.26686/nzaroe.v26.7138.

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This essay charts (and critiques) the formal education of Pacific-heritage peoples in Aotearoa New Zealand. As a diverse minority group, the education of Pacific-heritage peoples has been an explicit strategic priority for the Ministry of Education for over two decades, although the provision and experience of education for and by Pacific-heritage peoples in this country has, at the very least, a fifty year whakapapa. The author traces the current position of Pacific peoples using a broad socio-historical lens anchored in post-structural analysis principles, with an indigenous Pacific philosophical cast, in order to present a critique of the past that illuminates the present. Why is this important? The author argues that a deepened knowledge of such developments is an imperative for informed decision making in policy and practice, and for the research that should inform both.
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Taira, Derek. "“We Are Our History”: Reviewing the History of Education in Hawaiʻi and Oceania." History of Education Quarterly 60, no. 4 (November 2020): 632–43. http://dx.doi.org/10.1017/heq.2020.44.

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There is a “world of difference,” anthropologist Epeli Hauʻofa argued, “between viewing the Pacific as ‘islands in a far sea’ and as ‘a sea of islands.’” The distinction between both perspectives, he explained, is exemplified in the two names used for the region: Pacific Islands and Oceania. The former represents a colonial vision produced by white “continental men” emphasizing the smallness and remoteness of “dry surfaces in a vast ocean far from centers of power.” This understanding has produced and sustained an “economistic and geographic deterministic view” emphasizing Pacific Island nations as “too small, too poor, and too isolated” to take care of themselves. The latter, in contrast, denotes a grand space inhabited by brave and resourceful people whose myths, legends, oral traditions, and cosmologies reveal how they did not conceive of themselves in such “microscopic proportions.” Rather, Oceanic peoples have for over two millennia viewed the sea as a “large world” where peoples, goods, and cultures moved and mingled unhindered by fixed national boundaries.
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PHILIPS, SUSAN U. "Colonial and Postcolonial Circumstances in the Education of Pacific Peoples." Anthropology & Education Quarterly 23, no. 1 (March 1992): 73–78. http://dx.doi.org/10.1525/aeq.1992.23.1.05x1105m.

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Mafile’o, Tracie, and Halaevalu F. Ofahengaue Vakalahi. "Indigenous social work across borders: Expanding social work in the South Pacific." International Social Work 61, no. 4 (June 29, 2016): 537–52. http://dx.doi.org/10.1177/0020872816641750.

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Pacific indigenous social work has developed across borders reflecting the diaspora of Pacific peoples outside their homelands. It is proposed that the ‘next wave’ of Pacific social work be centred in Pacific homelands to invigorate new approaches that better address well-being for transnational Pacific peoples. The current status of Pacific social work education, professionalization and theory is discussed. It is argued that social justice, locally-led development and cultural preservation will be better realized with an expansion of Pacific social work across borders. The article reflects on decolonization, universalism–relativism, nature of social work, resourcing and collaborations for Pacific social work.
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Foe, Cushla, Janette Kelly-Ware, and Nicola Daly. "Supporting language, culture and identity using Pacific picturebooks." Early Childhood Folio 26, no. 1 (June 1, 2022): 3–9. http://dx.doi.org/10.18296/ecf.1102.

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In Aotearoa New Zealand, populations of Pacific peoples increased by 45% between 2006 and 2018 (Statistics New Zealand, 2018). Consequently, teachers need to be equipped with knowledge, skills, and resources to be able to respond to Pacific learners and communities appropriately and effectively. This article presents findings from a research project that identified 90 picturebooks featuring Pacific peoples and stories published since 2013, and analysed them for representations of Pacific culture, values, and languages. In this article, we present a thematic analysis of 10 picturebooks exploring their potential as pedagogical resources to support early childhood education (ECE) teachers in developing cultural competencies for working with Pacific learners and their families.
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Sopoaga, Faafetai. "A Pacific Immersion Programme – is it useful in teaching Pacific Health to future doctors in New Zealand?" Journal of Primary Health Care 3, no. 4 (2011): 311. http://dx.doi.org/10.1071/hc11311.

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BACKGROUND AND CONTEXT: Pacific peoples make up approximately 7% of the total population in New Zealand, and are over-represented in poor health statistics. There are very few Pacific peoples in the health workforce. Most Pacific patients will be seen by a non-Pacific health professional when seeking medical care. It is important for all health education institutions, therefore, to include Pacific health as part of their curricula. ASSESSMENT OF PROBLEM: This article outlines the development and evaluation of a Pacific immersion programme to teach medical students about Pacific health. The programme was developed with the assistance of local Pacific community leaders. Learning objectives for students, protocols and processes were developed. These learning objectives and feedback from medical students, staff and host families, formed the basis for evaluating the programme. RESULTS: Students found the programme to be very useful. Host families were satisfied with the experience. Staff support ensured the programme became a required part of learning at the Dunedin School of Medicine. STRATEGIES FOR IMPROVEMENT: The pilot programme was initially offered as an optional choice for students. In the future, all students at the Dunedin School of Medicine will be expected to undertake the programme. A research project looking at changes in knowledge, skills and attitudes of students after the programme will be of value. LESSONS: The programme provided a useful way for teaching Pacific health to undergraduate medical students. Other institutions could consider this method for teaching Pacific health in their curricula. KEYWORDS: Pacific health; health education; Pacific peoples
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Sika-Paotonu, Dianne. "Role modelling Immunology to support STEM education outreach efforts for Pacific College students." Journal of Immunology 202, no. 1_Supplement (May 1, 2019): 61.17. http://dx.doi.org/10.4049/jimmunol.202.supp.61.17.

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Abstract Educators are important role models for their students. Specialists and professionals working within STEM related areas can support outreach related education activities as role models for children and young people. To support improved education and health outcomes for Māori and Pacific young people in New Zealand (NZ), various strategies and interventions have been proposed. The importance of role modelling in this context is recognised. The purpose of this work was to support a STEM-related outreach education event organised by an external organisation, with a teaching contribution delivered by a Pacific Biomedical Scientist that was Immunologically based. The female Pacific Biomedical Scientist was invited to contribute to this work as a role model specifically to support improved interest and participation with STEM related learning in a workshop classroom environment. Given that context relevant science related learning was a primary focus, clinical research work was presented to the Pacific College students aged 14–16 years. The research work in part related to the autoimmune condition known as Acute Rheumatic Fever (ARF) that can trigger permanent heart damage known as Rheumatic Heart Disease (RHD) if left untreated. It is recognised that Māori and Pacific Peoples in NZ and in the Pacific Region are affected disproportionately by ARF and RHD. Verbal and written feedback from the College students highlighted the Immunology teaching session was well-received and enjoyed by the students. This work also demonstrated the importance of role modelling in the classroom blended with scientific knowledge communication in supporting positive interactions in the classroom for Pacific College students.
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Sika-Paotonu, Dianne, Jennika Patel, Katie Reed, Arthur McTavish, Felix Humphries, and Lakin Motu. "Immunology education within an undergraduate program for Health Sciences education." Journal of Immunology 206, no. 1_Supplement (May 1, 2021): 54.23. http://dx.doi.org/10.4049/jimmunol.206.supp.54.23.

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Abstract Immunology education remains an essential component for undergraduate Health Sciences education across the health professions. The clinical relevance of Immunology teaching can be emphasised by utilisation and appropriate reference to pertinent health conditions affecting populations locally and across the global setting. Health issues of significance to Māori and Pacific populations groups in Aotearoa/New Zealand and in the Pacific Region include Cancer and Acute Rheumatic Fever (ARF) and Rheumatic Heart Disease (RHD). ARF is the body’s autoimmune response to untreated Group A Streptococcal (GAS) infection of the throat or skin. If left untreated, repeated or severe ARF episodes can lead to permanent cardiac damage known as RHD. RHD is a significant cause of morbidity and mortality worldwide. The growing global burden of cancer remains of concern, while Pacific Peoples and Māori are disproportionately affected by specific cancers. The utilisation of two areas with strong Immunological relevance for teaching examples in undergraduate Health Sciences education were shown to support improved understanding, class participation, topical interest, and research focus for Medical students engaged within Health Sciences education platforms in Aotearoa/New Zealand. This highlights the value of supporting Immunology education efforts by incorporating appropriate reference to pertinent health conditions relevant to populations groups locally and across the global setting.
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Henry, Todd M., and S. Apo Aporosa. "The virtual faikava: Maintaining vā and creating online learning spaces during COVID-19." Waikato Journal of Education 26 (July 5, 2021): 179–94. http://dx.doi.org/10.15663/wje.v26i1.775.

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Covid-19 has had a major impact on collectivist cultures and their means of social interaction and maintaining contact with those in their wider community. This has particularly been the case for Pacific peoples living in diaspora, with Covid-19 preventing travel home and social distancing and forced lockdowns restricting the ability to gather. This has also impacted vā, the Pacific concept of ‘relational space’ critical to connectivity and maintaining relationships. This paper explains the creation of virtual faikava; online meeting environments in which Pacific kava users meet, maintain vā, connect with those at home and in the wider diasporic community and learn, while consuming their traditional beverage kava.
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Dissertations / Theses on the topic "Pacific Peoples Education"

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Christian, Ronning Evelyn Gail. "THE WORLD WHERE YOU LIVE - ENVIRONMENTAL LITERACIES, CLIMATE CHANGE, AND YOUNG PEOPLE IN AMERICAN SĀMOA." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/299179.

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Anthropology
Ph.D.
This dissertation examines the production of knowledge around global climate change and the character of environmental literacy among youth in Tafuna, on Tutuila, American Samoa. I analyze this production of environmental knowledge across multiple social fields (i.e. status hierarchies, governance structures, etc.) and subjectivities (school-specific, village-based, and Samoan cultural identities) during a period of social, political, economic, and environmental transformation. I interrogate the emerging forms of control that have come to structure the formal educational system in American Samoa, such as standardized or "containerized" curriculum, assessment and accountability measures, and the assignation of risk/creation of dependency on funding, deployed by American governmental agencies such as the Department of Education, and utilized by state actors such as the American Samoa Department of Education. Of particular concern is the how these structures create contradictions that affect the possibilities of teaching, learning, and the integration of youth into meaningful social roles. Informal learning about the environment includes village-based forms of service, church initiatives concerning the environment, governmental agency programming, such as that provided by the American Samoa Environmental Protection Agency, and youth-serving non-profit programs concerned with engaging youth as leaders. In both these formal and informal contexts for environmental education, American Samoan youth dynamically co-create knowledge within and outside the parameters of the socialization processes in which they are embedded. This research encompassed four trips to American Samoa over the course of three years, and utilized ethnographic fieldwork, including participant observation, interviews, questionnaires, archival research, and demographic data analysis, as the primary forms of data gathering. What this data reveals is the disengagement American Samoan youth feel for school-based environmental education because their science classes, as structured, do not integrate the co-relatedness of the social, the political, and the environmental fields that youth encounter. I discovered that youth are largely ambivalent about their future aspirations because they lack some of the cultural, linguistic, and educational tools necessary for local participation as well as for opportunities to study and work on Hawaii or the mainland United States. Lastly, I found that American educational ideals continue to be contradictory in the American Samoan context; whereas schools value and promote individually-oriented goals and responsibility, youth are also embedded in the values of communal identification and practice known as fa'a Samoa. I conclude that young people lack social integration and plan for a future away from American Samoa.
Temple University--Theses
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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.

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Moriarty, Shauna K. "The intersection of identity construction & learning approach : the experience of college students with psychological disorders." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/697.

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College for many adults represents a time for increasing independence, autonomy, and self-exploration. Yet the college experience may also be a time when students discover the presence of a psychological disorder, or navigate how to grapple with an existing disorder in the new and unfamiliar environment of college. An increasing number of students with such disorders are enrolling and participating in higher education yet current literature is often insufficient to adequately guide and inform postsecondary institution personnel regarding this complex student population (Beamish, 2005). Therefore, this phenomenological study aimed to discover the lived experience of a small sample of students with psychological disorders at one public university in the Western United States. Participants' reports of identity processes and classroom learning experiences were investigated through the combined lens of ldentity Theory and the Seven Vectors of Student Development. Study findings suggest (1) there is a pervasive yet varying effect of stigma on participants' identity and impression management behaviors, (2) crises resolution pertaining to seeking help and forming relationships associates with identity development, (3) student-role prominence may influence help-· seeking behavior offering possible implications for student college persistence, (4) reconceptualizing psychological disorders may contribute to more positive self-concepts, (5) "sympathetic others" play a part in fostering a positive classroom emotional climate and relationship trust and building, and finally, (6) stigma (and concomitant inclinations to prove oneself) prompt participant classroom participation yet outward signs of professor and classmate discrimination stifle participant classroom participation.
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(9897905), F. Bobongie. "A policy proposal to develop and implement creative strategies to enable girls and women in the Solomon Islands to access education through the provision of a creative mobile classroom." Thesis, 2011. https://figshare.com/articles/thesis/A_policy_proposal_to_develop_and_implement_creative_strategies_to_enable_girls_and_women_in_the_Solomon_Islands_to_access_education_through_the_provision_of_a_creative_mobile_classroom/13464134.

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"This research project investigates the way in which an alternative creative classroom may be developed for girls and women who have not completed their education through the current Solomon Islands Education System ... Research for this project is carried out in Honiara, the nation's capital ... the participants in this research project include both those who have lived in Honiara all their life and those who have made the voyage aross to Hoinara in search of what they perceive to be better opportunities for employment, education and living conditions for their families"--Abstract.

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(9795737), Tabassum Ferdous. "Everybody’s business: Self-management of diabetes among a cohort of culturally and linguistically diverse individuals in regional Australia." Thesis, 2012. https://figshare.com/articles/thesis/Everybody_s_business_Self-management_of_diabetes_among_a_cohort_of_culturally_and_linguistically_diverse_individuals_in_regional_Australia/13432844.

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"In spite of various health care initiatives, diabetes self-management among culturally and linguistically diverse (CALD) migrant Australians is poor. This improper diabetes self-management is becoming a burden on the Australian economy. The literature review of this thesis also suggests that while individual attributes such as knowledge, beliefs, attitudes and demographics impact on self-management of diabetes, collaboration of different levels of influences, from immediate family members to health policy makers are mandatory. Such a collaborative effort can be supported by existing models of health promotion based on socio-ecological theory. In Australia very few socio-ecological theory based studies were reported in terms of the knowledge, self-care activities and experiences about diabetes self-management among CALD people. Particularly, to date no such study has conveyed the voices of the CALD people living with diabetes in regional Australia. Therefore, this study has been conducted in a regional setting and twenty-nine (29) CALD males and females from a regional area participated in this study. For the data collection and data analysis of this study I have chosen a mixed methods approach under the interpretive-constructivist paradigm. The study found that demographics such as age, education, level of English proficiency, and cultural factors such as traditional food, values, beliefs, language and socio-structural factors such as provision of health education, play a significant role in diabetes self-management among this cohort. Further, the socio-culturally constructed role of gender is found to be an overarching issue in diabetes self-management which determines the efficiency of diabetes self-management among the CALD women in this study. It is recommended that health service providers should be sensitive to the needs and barriers of CALD female individuals living with diabetes. Moreover, the study suggests that the problem of diabetes self-management need to be addressed by health care services, in terms of social, cultural and environmental influences surrounding an individual. However, these health service consumers also need to be informed of the culture and health care service system in the host1 country. Therefore, in addition to multi-level support, this study advocates that reciprocal knowing between health service providers and the consumers is an essential element for successful self-management of diabetes among these people. Particularly, this reciprocal knowing is vital in a regional context, where absolutely culturally competent health service provision is not feasible for a small but heterogeneous CALD migrant population. The sample size and time within which the study was undertaken, did not allow significant quantitative explorations as well as further qualitative inquiries about different levels of influence for diabetes self-management. The mixed methods approach and use of participants’ actual voices as data provide an evidentiary basis for further research opportunities in this area."--Abstract.
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Paulsen, Irene Kmudu. "Negotiating pathways: rethinking collaborative partnerships to improve the educational outcomes of Pacific Islander young people in Melbourne’s Western region." Thesis, 2016. https://vuir.vu.edu.au/32298/.

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For many Pacific Islander (PI) people, the decision to migrate to a well-developed country is often associated with hopes for increased access to education, health and employment opportunities. Despite almost forty years of continuous migration, PI learners in Australia continue to achieve low educational outcomes, poor transitions to higher education and unsustainable employment. This study aimed to investigate patterns of engagement, achievement and transition of PI learners at the secondary school level, working with fourteen PI learners from Melbourne’s western metropolitan region. Using a case study methodology, the study investigated the impact of learners’ ‘lived in’ experiences on their educational trajectories. This methodology fitted well with the study’s aim to collect in-depth and rich data and utilise a narrative writing approach. Data was analysed using constant comparison methods and cross-case analysis to extract common themes which were then compared with relevant literature and the empirical data to identify common patterns of school engagement, achievement and post-school pathways of PI.
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Ho-Middleton, Katy W. "The experiences of older students' use of web-based student services." Thesis, 2012. http://hdl.handle.net/1957/30814.

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The purpose of this phenomenological case study was to understand the experiences of older students' use of web-based student services in a community college setting. For the purpose of this study the term "older student" was defined as people born between the years 1943 and 1960. This group of people, often described as the Baby Boomer generation, would not have had access to computer technologies had they gone to college during their adolescent years. Web-based student services was defined as the range of student services which are placed online, allowing students to access information and services without needing to see someone in-person. There were three major reasons for this study: (a) the increase in the development and use of online student services, (b) the increase of older students in higher education, and (c) further need to understand the unique experiences of older students in higher education. The case study design used an interpretive social science philosophical approach. The study was conducted at a large multi-campus community college in a metropolitan area located in the Northwest. A combination of survey, interviews, institutional data, and student-journals were used to answer the following research questions: (a) What is the experience of older students with web-based technology in a community college setting, (b) How do the older students' overall experiences and use of web-based services affect their community college experience, and (c) How might older students' background and experiences with web-based student services inform community college policy and practice? Close examination of data revealed several major themes of older students' experiences with online student services. These themes are: ��� Student Assumptions ��� Self-Motivation ��� Influence of Prior Work Experiences ��� User Preferences ��� How and What Online Services are Used ��� User Suggestions When these themes are taken into consideration with related literature on the digital divide, technology use in student affairs, older student experiences in the community college, and older students' use of technology, this study offers implications for community college leaders and practitioners in the student affairs and technology development. The implications of this study may impact online service development, assessment of computer literacy, program enhancement or development, and technical changes.
Graduation date: 2013
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Books on the topic "Pacific Peoples Education"

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Dip, Kapoor, and Shizha Edward, eds. Indigenous knowledge and learning in Asia/Pacific and Africa: Perspectives on development, education, and culture. New York: Palgrave Macmillan, 2010.

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Asia-Pacific, Forum on Climate Change and Environmental Education in the. Building capacities for sustainable peoples' development in Asia-Pacific: Proceedings of the forum on climate change and environmental education in the Asia-Pacific, December 14-15, 2010, Bayview Park Hotel, Manila, Philippines. Quezon City, Philippines: Climate Change Learning Initiative Mobilizing Action for Transforming Environments in Asia Pacific, 2010.

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John, Fien, Yencken David, and Sykes Helen, eds. Young people and the environment: An Asia-Pacific perspective. Dordrecht: Kluwer Academic, 2002.

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Twelve thousand hours: Education and poverty in Aotearoa New Zealand. Auckland, New Zealand: Dunmore Publishing, 2014.

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Jones, Alison. "At school I've got a chance": Culture/privilege : Pacific Islands and Pakeha girls at school. Palmerston North [N.Z.]: Dunmore Press, 1991.

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"At school I've got a chance": Culture/privilege : Pacific Islands and Pakeha girls at school. Palmerston North [N.Z.]: Dunmore Press, 1991.

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Indigenous Languages Conference (1st 2007 Adelaide, S. Aust.). Warra wiltaniappendi =: Strengthening languages : proceedings of the inaugural Indigenous Languages Conference (ILC) 2007, 24-27 September 2007, University of Adelaide, South Australia. Edited by Amery Rob 1954-, Nash Joshua, and University of Adelaide. Discipline of Linguistics. Adelaide: Discipline of Linguistics, University of Adelaide, 2008.

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Browne, Colette. Aging and ethnicity: A replication handbook for social work education for practice with Asian and Pacific Island elders. Honolulu, Hawaii (2500 Campus Rd., Honolulu 96822): Pacific Gerontology Social Work Education Curriculum Replication Project, University of Hawaií, School of Social Work, 1991.

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McDonald, James Andrew. People of the Robin: The Tsimshian of Kitsumkalum : a resource book for the Kitsumkalum Education Committee and the Coast Mountain School District 82 (Terrace). [Edmonton]: CCI Press, 2003.

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Victoria University of Wellington. Institute of Policy Studies., ed. Ethnicity and schooling in New Zealand: An economic analysis using a survey of twins. Wellington, N.Z: Institute of Policy Studies, Victoria University of Wellington, 1998.

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Book chapters on the topic "Pacific Peoples Education"

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Naepi, Sereana. "Pacific peoples, higher education and feminisms." In Decolonization and Feminisms in Global Teaching and Learning, 11–24. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Teaching with gender: Routledge, 2018. http://dx.doi.org/10.4324/9781351128988-2.

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Ripley, Laloifi, Nicky Murray, and Anne Alkema. "The Learners’ Voice: Pacific Peoples in Industry Training." In Reshaping Vocational Education and Training in Aotearoa New Zealand, 113–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_7.

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Liu, Shih-Tsen, Yu-Ling Hsu, and Wen-Hui Lin. "The Sustainable Development of Indigenous Peoples’ Education in Taiwan." In Schooling for Sustainable Development Across the Pacific, 193–202. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8866-3_10.

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McLellan, Ros. "Children and Young People’s Wellbeing in the School Context." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 455–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_28.

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Veukiso-Ulugia, Analosa, Riki Nofo’akifolau, and Katie Fitzpatrick. "Weaving policy, theory and practice: Relationships and sexuality education and Pacific young people in Aotearoa-New Zealand." In Sex and Gender in the Pacific, 27–39. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003142072-4.

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Yankovskaya, Veronika V., Murat A. Bulgarov, Irina V. Gimelshtein, Maria E. Konovalova, and Olga Yu Kuzmina. "Innovative Approach to Educating Young People in the Regional Education Market in the Context of the Digital Economy of the Future." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 301–7. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9069-3_33.

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Yankovskaya, Veronika V., Mikhail Yu Zakharov, Aleksandr N. Abramov, Valentina Yu Dianova, and Vera V. Dvoretskaya. "Innovative Development of Education in the Digital Economy of the Future for Young People: Distance Learning Versus Smart Technologies in Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 295–300. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9069-3_32.

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Osipov, Vladimir S., Sergei G. Vagin, Polina S. Frantsuzenko, Evgenii V. Frank, and Dmitry M. Kucheryavenko. "Digital Learning as an Innovation in Higher Education and a Mechanism for Increasing Its Attractiveness to Young People." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 267–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9069-3_28.

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Burston, Mary A. "The Stuff That Matters to Me: An Exploration of Melbourne’s Peri-urban Fringe from the Perspectives of Young People." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 223–36. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0216-8_15.

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Berno, Tracy. "Doing it the ‘Pacific Way’: indigenous education and training in the South Pacific." In Tourism and Indigenous Peoples, 28–39. Elsevier, 2007. http://dx.doi.org/10.1016/b978-0-7506-6446-2.50008-9.

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Conference papers on the topic "Pacific Peoples Education"

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Sharkey, Rylee, Krystal Tran, and Martin Morales. "Session 2.3 Burgess Shale Fossils in Yoho National Park." In The 4th Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2022. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/dec2021/all-events/17.

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The Burgess Shale Fossils found in Yoho National Park are some of the oldest, most well-preserved, soft-bodies organisms ever found. These fossils provide valuable knowledge of Cambrian organisms and the origins of multicellular life. The construction of The Canadian Pacific Railway ultimately led to the discovery of these fossils by making the Kicking Horse Valley accessible to tourists, adventurers, and most importantly to our story, geologists. The railway can be seen as a vehicle of exploration, but for the First Nations peoples, it was a vehicle of exploitation that had harmed the natural environment and exploited their artifacts and resources. Type: Short talk (e.g. PowerPoint, Google Slides)
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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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Newnham, Mick. "`This is what you want, this is what you get´." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.4.16.

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There are limited training options for audiovisual archivists, with most formal courses centred in Europe or the United States of America, but high costs can prevent people working in audiovisual archives from accessing these opportunities. However, there are significant collections of audiovisual heritage spread across the globe, not the least in Southeast Asia and the Pacific region, that are at risk of loss due to a number of factors, including sta competencies. In 1996 audiovisual archivists formed the Southeast Asia–Pacific Audiovisual Archive Association (SEAPAVAA) to advocate on their behalf and to provide networking and other assistance to develop and sustain their respective collections. A key part of SEAPAVAA’s work has been to provide training. Over the past 20 years the association has developed and delivered educational programmes on all aspects of audiovisual archiving. Over this time its trainers have developed an analytical approach to prioritizing needs and optimizing delivery methods in a region that has many distinct languages and cultures and where one size does not fit all. This paper looks at how SEAPAVAA went about discovering those needs and developing training priorities around them.
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Hoernle, Nicholas, Kobi Gal, Barbara Grosz, Leilah Lyons, Ada Ren, and Andee Rubin. "Interpretable Models for Understanding Immersive Simulations." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/321.

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This paper describes methods for comparative evaluation of the interpretability of models of high dimensional time series data inferred by unsupervised machine learning algorithms. The time series data used in this investigation were logs from an immersive simulation like those commonly used in education and healthcare training. The structures learnt by the models provide representations of participants' activities in the simulation which are intended to be meaningful to people's interpretation. To choose the model that induces the best representation, we designed two interpretability tests, each of which evaluates the extent to which a model’s output aligns with people’s expectations or intuitions of what has occurred in the simulation. We compared the performance of the models on these interpretability tests to their performance on statistical information criteria. We show that the models that optimize interpretability quality differ from those that optimize (statistical) information theoretic criteria. Furthermore, we found that a model using a fully Bayesian approach performed well on both the statistical and human-interpretability measures. The Bayesian approach is a good candidate for fully automated model selection, i.e., when direct empirical investigations of interpretability are costly or infeasible.
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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.
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Aminah, Sitti, A. Muis, Livawanti Livawanti, Rafiuddin Rafiuddin, and R. Gailea. "Analysis Interaction Patterns of People In Dongi-Dongi Towards The Management Of Forest Resources." In Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-12-2020.2309247.

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Reports on the topic "Pacific Peoples Education"

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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