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Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

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Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata Holly McLeod SID: 300253883 Supervisor: John Overton School of Geography, Environment and Earth Sciences, Victoria University of Wellington March 2020 120 point thesis submitted to Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies. Abstract Education is good for development. This positive relationship between education and development is often stated without challenge, resulting in education being posited at the forefront of global development strategies. Yet, within the subject of Development Studies, postdevelopment theorists have questioned the very basis of ‘development’, not only its definition but also the inherent assumption that it is necessarily desirable and positive. Instead, they point to examples such as Buen Vivir and argue that we should explore different ways of conceptualising what is a good life. The present research has sought to examine the way the Pasifika community in Wainuiomata, Aotearoa perceives and engages with education to fulfil its own vision of development. Some 30 research participants contributed their valuable time and energy to this project through semi-structured interviews, offering insight into their own educational experiences and aspirations. Through employing a methodological approach informed by the ethos of talanoa and participatory research, this research has privileged the narratives of participants, giving voice to their experiences within an academic context. This research has identified that while the experiences of these families within Aotearoa’s education system have been frustrating and challenging, such adversity has not served to disenfranchise Pasifika families from engaging within this educational system. Rather, it has served as motivation to create better educational experiences for youth in this community today. Furthermore, the vision of development aspired toward by this community is one that draws both similarities and contrasts with mainstream conceptions of development. The existence of alternative conceptions of development supports post-development’s call for development practise to examine local context and community aspirations, and to value community knowledge and action. In examining the way this community has engaged with education to progress their own vision of development, it was found that Pasifika families in Wainuiomata are taking ownership of their own development, and are actively involved in creating better educational outcomes for their youth. 1 Acknowledgements This research could not have happened without the support of some incredible people, who I would like to take the time to offer my sincere appreciation. To my supervisor John: From my first encounter with you at university seven years ago, I knew that if I was going to embark on postgraduate study, I wanted it to be you guiding me; and I’m so grateful you have. Thank you for your endless positivity and belief in me, when I didn’t believe in myself. To the original DEVE crew: Chelsey, Katy, Matt, Michaela, Nadia, Neil, Prasanthi, Sarah, Thomas & Vanessa. You have laughed with me, cried with me, supported me, challenged me and inspired me. I could not have hoped for a more passionate cohort to undertake this journey with, and I truly believe you all will change the world. To WaiPESI: Thank you for welcoming me into your lives, and trusting me to give voice to your experiences. Your passion and commitment to creating a better future for your community inspires me. To Gail and Trudy; the foundations of the Pasifika office at Vic. You both were instrumental in keeping this project moving, and it would not have progressed without you. I am beyond grateful for your support of me. To the friends who are family, who have carried me through, I love you all. Thank you for the support. Liz, I quite simply could not have done this without you. You have been my biggest cheerleader, a safe place and a constant reassurance. I could not wish for a better sister and friend. Macleod, thank you for the love and support shown through your continuous, colourful reminders to ‘finish that … thesis’. That went well! Megan, you have been the biggest supporter of my education for over eleven years now. Thank you for always lending an ear, taking an interest, and constantly showing you care. Pilot P- 500’s and post-it notes have been instrumental in the making of this thesis. Che, 50 nautical miles away and yet somehow, you intuitively know when I need you. Thank you for the U-Mail, for the love and support, and for being my angel bell. 2 Table of Contents Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata ........................................................................................................................... 0 Abstract ................................................................................................................................... 1 Acknowledgements .................................................................................................................. 2 Table of Contents ..................................................................................................................... 3 List of Figures ........................................................................................................................... 7 List of Tables ............................................................................................................................ 7 Glossary ................................................................................................................................... 8 Chapter One: Introduction ...................................................................................................... 9 Background ............................................................................................................................ 10 Research aim and approach ................................................................................................... 11 Chapter Outline ..................................................................................................................... 12 Chapter Two: Education and Development ........................................................................... 14 Education and Development: Global Rhetoric ........................................................................ 14 Education and Economic Development .................................................................................. 18 Education and Empowerment ................................................................................................ 21 Post-development & Education .............................................................................................. 23 Buen Viver: An Alternative to Development. .......................................................................... 26 Diverse needs; need the voice of the community. .................................................................. 28 Summary ............................................................................................................................... 28 Chapter Three: Context: Pasifika & Education in Aotearoa ................................................... 31 Pasifika in Aotearoa – Demographic Situation ........................................................................ 31 Deficit Narratives ................................................................................................................... 33 Education in Aotearoa ............................................................................................................ 35 Pasifika in Early Childhood Education ..................................................................................... 36 Pasifika in Primary Education ................................................................................................. 37 Pasifika in Secondary Education ............................................................................................. 38 Educational Inequality in Aotearoa ......................................................................................... 40 Wainuiomata: ........................................................................................................................ 41 Introducing WaiPESI – the Wainuiomata Pasifika Education Success Initiative ........................ 43 Summary ............................................................................................................................... 46 Chapter 4: Methodology ....................................................................................................... 47 Epistemology ......................................................................................................................... 47 3 Positionality ............................................................................................................................ 50 Methodology .......................................................................................................................... 53 Research Design ..................................................................................................................... 58 Research Methods .................................................................................................................. 59 Location .................................................................................................................................
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