Abstract
Some Pacific learners are achieving very well in both primary and secondary schooling, but the system is failing many Pacific learners. An area that requires further development, therefore, within the New Zealand education system is for education to be more responsive to the diversity of its learners. That said, for teaching to be effective, teacher practice and pedagogy must be responsive to all learners. This article serves to explore what effective teaching for Pasifika learners looks like using three policy documents to analyse the journey. Employing discourse analysis, I examine the complexities of the policy documents and its nuances regarding Pasifika learners.
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