Abstract:
This research uses the learner voice to identify teaching and learning practices, outside of the lecture theatre, that help or hinder Māori and Pasifika success in the first year of a Bachelor of Arts (BA). Using the Critical Incident Technique 21 Māori and Pasifika Bachelor of Arts learners were interviewed about teaching and learning practices in non-lecture settings (where there were 50 or fewer learners) and how these experiences helped or hindered their success in the BA. In doing so, this research may be the first to describe Māori and Pasifika learner perspectives of teaching that helps or hinders success in a Faculty of Arts degree-level studies. Promising practices were identified for this context of study and for Māori and Pasifika success within that context. This research has highlighted an unusual level of interconnection between the identified practices. This suggests that helpful teaching in this context of study may intentionally adopt interconnections between practices. This research builds on previous studies using Kaupapa Māori Research Methodologies and Pasifika Research Methodologies. As a unique contribution the research introduces a Fijian language construct to explore a Pan-Pacific concept of relatedness relevant to research that is attentive to the voices of Māori and Pasifika students. This framing has also provided a way to explore how research might operate with due recognition for both cultural unity and distinction across Pasifika and between Māori and Pasifika. Finally this research contributes to an understanding of how university teaching practices can help Māori and Pasifika learners' success in degree level studies by suggesting changes in practice for academics, universities and support staff responsible for Māori and Pasifika success.
