| Title: |
Supporting and Engaging with Pacific Learners: A Higher Education Development Workshop for Tertiary Staff |
| Language: |
English |
| Authors: |
Cameron D. Young; Patrick Vakaoti (ORCID 0000-0002-7230-5909); Marea S. Colombo; Vanisha Mishra-Vakaoti |
| Source: |
Higher Education Research and Development. 2025 44(4):1024-1037. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Higher Education; Foreign Countries; Pacific Islanders; Minority Group Students; Equal Education; Culturally Relevant Education; Inclusion; Faculty Development; Teacher Student Relationship; Cultural Awareness; College Faculty; Teacher Attitudes; Universities; Workshops; Program Development; Program Effectiveness |
| Geographic Terms: |
New Zealand |
| DOI: |
10.1080/07294360.2025.2456825 |
| ISSN: |
0729-4360; 1469-8366 |
| Abstract: |
Student support and staff professional development are key to learner success in higher education. In Aotearoa (New Zealand), much of this support has focused on perceived 'equity groups' -- learners with heritage to the Pacific Islands ('Pacific learners') are one such group. The University of Otago, in support of culturally inclusive education practices, has established a professional development workshop to support university staff to appreciate Pacific cultures and better support Pacific students. This article reflects on this workshop, conceived in 2018 and first offered in 2021, in the broader context of professional development and inclusive education. Grounded in relationality, the workshop is facilitated by Pacific staff and students and delivered in two parts: on the mat and at the table. In this article, we focus on the genesis of the workshop and its impact on participants. We conclude with reflections on the workshop and how it supports the broader institutional aspiration of catering to the diverse and varying cultural realities of students. We argue that the workshop offers a foundation where relationality can be demonstrated and delivered in a gracious, gentle, and respectful way. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1495704 |
| Database: |
ERIC |