Supporting Pasifika Learners Through Cultural Leadership and Connection: A Conversation with NZTC Lecturer
At NZTC, the commitment to inclusive and culturally responsive early childhood education is championed not only through curriculum design, but also through the passion and expertise of its teachers. Sina Fowler is a dedicated lecturer who has been with NZTC for over four years—and in the early childhood education field for 15.
Recently, she facilitated a workshop for ECE professionals on how to better support Pasifika learners. The session brought to light valuable insights from her research, professional experience, and the voices of kaiako navigating their own journeys with Tapasā Turu 1—the Ministry of Education’s framework for supporting Pacific learners in education settings.
The workshop opened by setting the scene for kaiako, acknowledging the unique barriers Pacific learners may face. It also provided an overview of Sina’s own research, which explored how co-researchers interpreted and implemented Tapasā Turu 1 in their everyday teaching.
“Kaiako identified areas for development such as access to professional development and stronger cultural leadership—but they responded with action, not hesitation.”
Teachers in her study stepped into leadership roles, created tuakana-teina learning communities, and grounded their practice in values of ako and tautua (service). Their strong sense of cultural identity enabled them to meaningfully connect with Pacific ākonga and their whānau.
Three key tools helped kaiako strengthen their understanding of Tapasā: artefacts, policy artefacts, and the digital vā. From dolls and puzzles to hula skirts and traditional songs, educators used cultural resources to reinforce belonging and respect for Pacific heritage in their learning environments.
Sina sees real opportunity for NZTC graduates to be prepared for this work through consistent exposure to diverse learning environments.
“Our students benefit from weekly field experience hours and multiple field practice placements,” she says. “This gives them opportunities to experience a wide range of centres and grow their confidence in working with different communities, including Pacific families.”
She also recommends Tapasā as a foundational resource, along with its associated frameworks and examples. “YouTube is a great tool too,” she adds, “especially for learning Pacific songs and pronunciation in a fun, accessible way.”
Having spent more than a decade in early childhood education, Sina has witnessed the sector evolve. “There’s a growing focus on celebrating cultural identity, language, and diversity—and on creating truly inclusive learning environments for all tamariki.”
Sina adds, “I learn from my students every day. Seeing their growth, their reflections, and how they develop their own teaching philosophies—it’s a privilege to be part of that.”