Abstract:
This study explores the role of culture in teaching and learning. It affirms the notion that culture is important in the learning and achievement of Pacific Island students. Using autoethnographic method, the educational narrative of a Tongan male secondary school teacher is articulated and critically analysed. Autoethnography is an approach used by the researcher to look deeply into his experiences as a Tongan student, and now a Tongan secondary school teacher, in understanding the role of culture and ethnicity in the teaching and learning process. Reflecting on his personal narratives is a way to “legitim[ise] [his] knowledge”(Smith, 1999, p. 2) as a minority teacher, seeking to understand possible implications of his practices in Tongan boys’ learning. Themes from the literature review highlight the various ways in which culture is attributed more or less importance in teaching and learning. Both the narrative and themes from the literature affirm that teachers in Aotearoa New Zealand must comprehensively improve their ability to implement culturally inclusive pedagogy that is developed to encompass Pacific students as diverse learners.