“pedagogy of success” for Pacific students in tertiary

Report
Articulating and implementing a
“pedagogy of success” for Pacific
students in tertiary education
Principle Project Participants
 Whitireia:
Dr Margaret Southwick QSM, Jean Mitaera,
Louise Falepau, Theresa Nimarota, Wendy Scott
Unitec:
Dr Fotu Fisiiahi
 Massey University:
Associate Professor Malakai Koloamatangi
Theoretical framework
Binary Model of Marginality
DOMINANT
CULTURE
THE SITE OF
UNDIFFERENTIATED
“OTHER” WITHIN
THE SOCIETY
The boundary between is defined and
maintained through the application of
values and norms of the dominant
group to measure the “OTHER”.
The defining characteristic of
a programme of nursing
education located in this
model is one of benign
indifference to ethnic minority
students.
(Southwick ,2001)
Theoretical framework
Deconstructed Model of Marginality
ETHNIC
DOMINANT
CULTURE
MINORITY
GROUPS
In this model of deconstructed marginality
there is recognition of other value
systems within a society. What is not
challenged in this representation of the
relational is social standards and norms
remain those of the dominant culture.
The defining characteristic of a
programme of nursing
education located in this model
is well intentioned but
ineffective strategies employed
by Faculty in an attempt to
achieve better outcomes for
ethnic minority students.
(Southwick, 2001)
Theoretical framework
Reconstructed Model of Marginality
DOMINANT
CULTURE
FACULTY
NURSING
CURRICULUM
ETHNIC
MINORITY
STUDENTS
ETHNIC
MINORITY
GROUPS
The defining characteristic of this model is the explicit understanding
of Faculty that their role is to coach students to understand from a
critical social perspective how power structures operate to construct
their experiences, and then to develop effective strategies to mediate.
(Southwick ,2001)
Key Milestones
 January – June 2014
- Develop the common pedagogical factors of success
using named programmes and key staff within Whitireia.
- Undertake focus group interviews of current student,
graduates, and students who withdrew or failed the
programmes.
- Design and populate baseline data of students enrolled
over past 5 years.
- Design and undertake formative evaluations of the
project from start to finish.
Key Milestones cont…
 July – December 2014
- Engage with partner organisations to begin the process of
knowledge transfer
- Prepare partner programmes/staff to implement changes for
delivery in 2015
 January – December 2015
- Mentor/support the implementation of agreed changes
- Monitor progress against evaluation framework identifying
and deal with barriers/challenges
- Report end results
 January – March 2016
- Final report submitted
Preliminary Data Findings
2009 - BN & BNP
Year 2 Enrolments
2008 - BN & BNP
Year 1 Enrolments
2010 - BN & BNP Year
3 Enrolments
1
2 PAPERS
2
1 PAPER
1
1
5 PAPERS
2 PAPERS
4
2 PAPERS
2
3 PAPERS
4
6 PAPERS
2
4 PAPERS
6
7 PAPERS
5
5 PAPERS
6 PAPERS
8 PAPERS
14
19
7
9 PAPERS
0
5
BN Year 1 (9)
4
8 PAPERS
10
15
BNP Year 1 (8)
20
6 PAPERS
12
1
0
5
BN Year 2 (8)
10
BNP Year 2 (6)
15
0
5
BN Year 3 (5)
10
BNP Year 3 (6)
15
Pre-enrolment Activity
2010: BNP and BN
Enrolments
PTE
2011: BNP and BN
Enrolments
PTE
1
HOUSE
HOUSE
3
UNIVERSITY
2
6
WAGED
14
7
SECONDARY SCHOOL
POLYTECHNIC
1
NON-EMPLOYED
1
3
UNIVERSITY
1
OVERSEAS
1
1
OVERSEAS
2
WAGED
2
SECONDARY SCHOOL
12
3
BN 2010
NON-EMPLOYED
5
BNP 2010
10
15
8
1
1
SELF EMPLOYED
2
0
14
7
6
0
BN 2011
5
BNP 2011
10
15
Pre-enrolment Activity
BSW 2008 - 2011 Prior Activity
1
POLYTECHNIC
1
3
SECONDARY SCHOOL
1
OVERSEAS
2
1
1
1
HP
4
UNEMPLOYED
5
1
1
1
WAGED
5
2
2
0
1
2
2011
3
2010
2009
2008
4
5
6
Emerging Themes
 Being Safe
Knowing me, Knowing you
 Interrogating the boundaries
Dr Fotu Fisi’iahi
 Feedback from Unitec on partner
engagement and workshop
Challenges and Barriers
 Maintaining momentum
 Setting up talanoa dialogue
Articulating and implementing a
“pedagogy of success” for Pacific
students in tertiary education.

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