Revisiting Teacher-Family Partnerships: A Critical Policy Analysis of Pacific Education Policy 2009–2030

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-08-15 DOI:10.1007/s40841-024-00333-7

Maria Cooper, Jacinta Oldehaver, Helen Hedges

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Abstract

Strong teacher-family partnerships are vital for children’s educational success. Educational policies influence how teachers perceive and engage in these significant relationships. Critical policy analysis focuses on the language, and underlying meanings and beliefs that reify certain understandings and positions in policy. We trace changes in positioning teacher-family relationships in three versions of policy, illustrating the prioritisation of dominant non-Pacific cultures over Pacific languages, cultures, and identities. We propose embracing Samoan concepts like va tapuia (sacred relationships) and teu le va (looking after relationships) as ethical imperatives for teachers to value and nurture respectful relationships with Pacific peoples. We recommend an open-minded approach, including strengths-based visits to Pacific children’s family homes. Drawing from successful projects in Aotearoa New Zealand, we urge policymakers and educational leaders to ensure teachers have the time and resources for the dialogue and reflective activities before and following visits that are needed to transform practice.

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重新审视教师与家庭的伙伴关系：对 2009-2030 年太平洋地区教育政策的批判性政策分析

牢固的教师-家庭伙伴关系对儿童教育的成功至关重要。教育政策影响着教师如何看待和参与这些重要关系。批判性政策分析侧重于语言、潜在含义和信念，这些语言、潜在含义和信念使政策中的某些理解和立场得以重申。我们追溯了三个版本的政策在定位教师-家庭关系方面的变化，说明占主导地位的非太平洋文化优先于太平洋语言、文化和身份。我们建议采用萨摩亚语的 va tapuia（神圣的关系）和 teu le va（照顾关系）等概念，将其作为教师重视和培养与太平洋岛屿民族之间相互尊重关系的道德要求。我们建议采取一种开放的方法，包括以优势为基础访问太平洋岛屿儿童的家庭。借鉴新西兰奥特亚罗瓦的成功项目，我们敦促政策制定者和教育领导者确保教师有时间和资源在访问前后开展对话和反思活动，这是改变实践所必需的。

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来源期刊

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).