Culture Inclusive Curriculum in Fiji - an ECE Perspective

Tiko, Lavinia and Whippy, Kelesi (2026) Culture Inclusive Curriculum in Fiji - an ECE Perspective. UNSPECIFIED.

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Abstract

This paper argues for the urgent need to place culture at the centre of curriculum design in Fiji, rather than treating it as an add-on. A culturally grounded curriculum is presented as essential for strengthening identity, improving learning outcomes, and supporting the wellbeing of
young people. Drawing on over three decades of experience, it highlights that learners engage more deeply when education is connected to vanua, language, family, and lived experience. The paper critiques schooling systems that marginalise Indigenous and local knowledge, despite constitutional recognition of education as a right. It emphasises that education is never neutral and can either sustain or erode cultural identity. Using Fiji as the focal context, it explores Indigenous Fijian epistemologies grounded in vuvale, vanua, and lotu, alongside
concepts such as Vakatatalo1 and Vuli Ni Lalai.
2 It aligns these with ecological and sociocultural theories to show learning as relational and contextual. The paper calls for integrating Indigenous knowledge, language, and heritage across all curriculum areas. It concludes that systemic reform in curriculum, teacher education, and policy is required to ensure culture becomes the foundation of education and supports national resilience and identity. Ultimately, the paper calls for systemic reform across curriculum, teacher education, and policy to ensure that culture moves from the margins to the centre of educational practice. It argues that such transformation is essential for national resilience, identity preservation, and
meaningful learning across Fiji and other Pacific contexts.

Item Type:	Other
Subjects:	L Education > LB Theory and practice of education
Divisions:	School of Pacific Arts, Communication and Education (SPACE)
Depositing User:	Ms Shalni Sanjana
Date Deposited:	01 May 2026 03:08
Last Modified:	01 May 2026 03:08
URI:	https://repository.usp.ac.fj/id/eprint/15361

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