The contextual teaching–learning mapping of academically successful Pasifika students

Abstract

This qualitative study examined how six academically high-achieving Pasifika secondary school students in New Zealand reported the interplay of home and school environments during their final year of secondary school. These six students had gained a New Zealand Qualifications Authority Scholarship which provided government funding for university study. The data from interviews with them revealed their fluid, complex identities. A teaching and learning map provided a theoretical framework to understand the interplay of home, school, and the wider cultural environment. In schools, the students responded to learning experiences that were facilitated by knowledgeable teachers who recognised the participants’ individuality. The findings highlighted the importance of having family members who are able to navigate between home and school and create alignment between the institutional context and the home.