Wolfgramm-Foliaki, 'EmaDam, LincolnMeinders, RaheraFowler, Sina Susana2024-12-182024-12-182024-12-19https://hdl.handle.net/2292/70885This qualitative study explores the perspectives of early childhood education kaiako (teachers) on Turu 1 of Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners (Ministry of Education [MoE], 2018) and how they enact it in their teaching practice. Tapasā Turu 1 is focused on identities, languages and cultures and strives for kaiako to “demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners” (MoE, 2018, p. 8). The study employed a talanoa methodological approach with three kaiako, and they shared their narratives related to their cultural identities and how this shaped their enactment of Tapasā Turu 1. Findings were analysed through the lens of Pacific concepts of values, relationships and leadership, comparing Indigenous to Western, mainstream values, relationships and leadership. The kaiako interpreted and enacted Tapasā Turu 1 in diverse ways related to their values and what they identified as gaps in the curriculum within their centres. The research identifies several commonalities within the kaiako talanoa. Kaiako displayed a deep respect for Pacific ākonga (learner) cultures, languages and identities. They focused on building whanaungatanga (relationships) and tuakana-teina relationships (more experienced peer helping the less experienced peer) with their peers, tamariki (children), parents and whānau (family) and demonstrated leadership within their team to scaffold their learning and developing knowledge. Based on these findings, the study suggests that kaiako with stronger cultural identities had more nuanced understandings of Pacific ākonga culture and were better able to build relationships with and provide a culturally responsive practice for Pacific ākonga and whānau. It also highlighted the perseverance and tenacity of kaiako in searching for ways to not only support Pacific ākonga but also uplift the cultural knowledge and culturally responsive practice of their teaching teams. Implications arising from the study include developing a more nuanced understanding of the Pacific culture and the importance of cultivating learning communities within centres to better understand the needs of Pacific ākonga and subsequently better understand and enact Tapasā Turu 1.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmECEteachingEducationEarly Childhood EducationNew ZealandAotearoaPacific learnersTapasāMinistry of EducationThesisCopyright: the authorAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/