Author Information
Anamua Lole, Manukau Institute of Technology, New ZealandKrishan Mani, Manukau Institute of Technology, New Zealand
Abstract
New Zealand Pacific peoples make up the third largest ethnic group in New Zealand, representing a significant and growing demographic playing a crucial role in the nation’s future. The study highlighted that there is a lack of consistency in high-quality teaching and learning necessary for all Pasifika learners to succeed. This research project aims to identify effective pastoral care strategies to support Pasifika students to complete their tertiary studies in a culturally responsive context. The research team used a pragmatic methodology combining Pasifika and Western perspectives, starting with a literature review and beginning talanoa (conversations) through an online survey. The aim is to foster meaningful conversations to understand and improve pastoral care for Pasifika learners. The overall project phases include firstly defining pastoral care, secondly identifying best practices, and thirdly outlining its core components. The focus of this paper will be to report on the first phase of the project. Findings from the first phase identified initial key elements in effective pastoral care for Pasifika learners that included inclusivity, cultural respect, community collaboration and staff training. Additionally, the findings indicate the need for the education sector to recognize and address historical and structural inequities affecting Pasifika students and to provide additional resources and support as necessary. This study could have a significant impact, especially if it leads to culturally responsive changes to policy/practice.
Paper Information
Conference: BCE2025Stream: Learning Experiences
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Lole A., & Mani K. (2025) Culturally Responsive Pastoral Care: Creative Strategies for Embracing Learner Diversity ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 371-379) https://doi.org/10.22492/issn.2435-9467.2025.30
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.30
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