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<p>The Pasifika Early Literacy Project, funded by the Ministry of Education from 2014 to 2024, provided teacher professional learning and development focused on supporting tamariki (children) and whānau (families) to revitalise Pacific heritage languages, while also acquiring English language and literacy. Teachers in early childhood education and primary schools were supported to connect duallanguage books with whānau heritage languages, experiences, and cultural identities. Power sharing with tamariki and whānau in English-medium education was encouraged to enhance engagement and learning outcomes. This article highlights how power sharing within professional learning and development and family fono (meetings) from 2021 to 2024 challenged monocultural ideologies of language and literacy.</p>

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Enacting Power Sharing in the Pasifika Early Literacy Project

  • 期刊论文

  • 发表日期：

    2025年11月14日

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  • Rae Siʻilata,
  • Mary M. Jacobs,
  • Martha Aseta,
  • Kyla Hansell,
  • Avikaila Tilialo

摘要

The Pasifika Early Literacy Project, funded by the Ministry of Education from 2014 to 2024, provided teacher professional learning and development focused on supporting tamariki (children) and whānau (families) to revitalise Pacific heritage languages, while also acquiring English language and literacy. Teachers in early childhood education and primary schools were supported to connect duallanguage books with whānau heritage languages, experiences, and cultural identities. Power sharing with tamariki and whānau in English-medium education was encouraged to enhance engagement and learning outcomes. This article highlights how power sharing within professional learning and development and family fono (meetings) from 2021 to 2024 challenged monocultural ideologies of language and literacy.