Author Description

This literature review on the experiences of Pasifika learners in the classroom was commissioned by the Curriculum, Teaching and Learning Group of the Ministry of Education (the Ministry). The review explores both the conceptual and research-based literatures on the pedagogical dimensions that might impact upon Pasifika learner outcomes. It is intended that this literature review will inform Ministry policy making and subsequent professional learning initiatives that will seek to grow and/or further develop teacher capability in terms of maximising Pasifika student achievement outcomes. Table of contents: * Executive Summary * Introduction * Scope (Definition of terminology. Culture. Ethnicity. Previous reviews.) * Research design (Methodology. Qualitative interpretive approach. Selection of thematic categories. Diversity Pedagogy Theory.) * Findings (Section one: Cultural distinctiveness - Consciousness of cultural difference. Section two: Identities - Identity Development. Section three: Communication and social interaction - Interpersonal relationships. Section four: indigenous and heritage languages - Language learning, language pride. Section five: Co-constructed classroom contexts - The inquiring confident engaged learner. Section six: Culturally responsive pedagogical practice and content -Knowledge acquisition. Section seven: Assessment and evaluation - Reflective and self-evaluating. Section eight: Gaps in the literature. Section nine: Cautions for educators.) * Suggestions for future research and development (Macro issues International cross-cultural studies. Professional learning and resourcing. Pedagogical practices. Identified research questions.) * Conclusion * References.