From AZ to NZ: Critically Compassionate Intellectualism in Auckland for Pasifika Youth

Abstract

In mainstream English-medium secondary schools in Aotearoa /New Zealand there are significant achievement gaps between Pasifika students and their peers. The primary aim of this thesis was to determine whether a successful teaching model created for underserved Latina/o students in Tucson, Arizona could be a relevant educational resource for Pasifika youth in Auckland, Aotearoa/New Zealand. This research study was framed by a culturally responsive methodology utilizing a mixed method approach with an on-line survey and interactive workshops. Six experienced teachers, identified as successful Auckland educators, teachers-in-training, and community members were invited to attend an informational workshop where they learned about Critically Compassionate Intellectualism (CCI) and Nahui Ollin, the educational frameworks behind the Mexican-American Studies Classes, developed at the Tucson Unified School District. Attendees of the workshop were then invited to participate in an anonymous online survey following the event where they were asked to share their opinions on CCI and Nahui Ollin and how they perceived the educational model’s relevance to Pasifika youth in Auckland. Based on the findings from this study, participants agreed that they could see the relevance of both CCI and Nahui Ollin in Auckland classrooms for Pasifika students. They agreed that these teaching tools could be useful additions to the education sector, and a majority of respondents agreed that they would consider implementing CCI & Nahui Ollin in their own classrooms. A majority of participants also agreed that they could identify significant similarities between Latina/o students in Arizona and Pasifika students in Auckland, and because of those parallels, they also agreed that the success of CCI and Nahui Ollin in Tucson classrooms could potentially translate to success here in Auckland.