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Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring dance as a culturally sustaining mathematics pedagogy

Published online by Cambridge University Press:  05 September 2019

Sinapi Taeao  and
Robin Averill Open the ORCID record for Robin Averill [Opens in a new window]
Sinapi Taeao
Affiliation:
Naenae College, PO Box 31171, Lower Hutt 5011, New Zealand
Robin Averill*
Affiliation:
School of Education/Te Puna Akopai, Victoria University of Wellington/Te Whare Wānanga o te Upoko o te Ika a Māui, PO Box 600, Wellington 6140, New Zealand
*
Author for correspondence: Robin Averill, E-mail: robin.averill@vuw.ac.nz
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Abstract

Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.

Keywords

Culturally sustaining pedagogydancePasifikamathematics educationwellbeing

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Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 1 , August 2021 , pp. 127 - 135
Copyright
Copyright © The Author(s) 2019

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