Te Ava, Aue (2018) Atoro’ia te peu ‘ā to ‘ui tūpuna: a culturally responsive pedagogy for Pasifika peoples. In: Atoro’ia te peu ‘ā to ‘ui tūpuna: A Culturally Responsive Pedagogy for Pasifika Peoples. Routledge: Taylor & Francis Group, Australia, pp. 107-119. ISBN n/a
Full text not available from this repository.Abstract
This chapter reports on the pa metua (elders’) knowledge of Cook Islands core values that they considered important for inclusion in teaching culturally responsive pedagogy, and how these values are significant to wellbeing. Adopting Cook Islands core values in health and physical education (HPE) pedagogy can help develop more effective teaching in the classroom. This approach is built on the belief that core values are inherently positive when integrated into HPE pedagogy because student and teacher relationships and engagement improve.1 In this study, the possibility of integrating cultural values into teacher training – for example, in-service, pre-service, and teacher professional development – was explored, with the aim of enhancing students’ and teachers’ engagement in schooling. The study examined the various adaptations that are needed to be made in current HPE pedagogy. Culturally responsive teaching is the optimal pedagogy to enhance students’ learning of wellbeing, through understanding students’ background and cultural identity. However, the question was how this could be initiated in the classroom.2 In framing this research we asked, “What Cook Islands core values were needed to structure a culturally responsive pedagogy for HPE to promote wellbeing in Cook Islands culture?”
| Item Type: | Book Chapter |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Faculty of Arts, Law and Education (FALE) > School of Education |
| Depositing User: | Aue Te Ava |
| Date Deposited: | 05 Jun 2020 00:25 |
| Last Modified: | 05 Jun 2020 04:03 |
| URI: | https://repository.usp.ac.fj/id/eprint/12080 |
Actions (login required)
 |
View Item |