Contributing author: Christina Eloisa Masae
Malo le soifua manuia. O lo’u igoa o Christina Eloisa Masae
O le nu’u o lo’u tamā o Paia ma Safotu i Gafaifomauga i Savai’i. O le nu’u o lo’u tinā o Saleilua i Falealili i Upolu. O lo’u galuega o le Pacific Learning Advisor.
My role is to support all Pacific learners with their academic journey. I work alongside learners to develop strategies that tailor their academic journey to their learning style. At the heart of my practice is a relationship-centred approach, using contextual examples that honour and validate the rich cultural identities of our Pacific learners.
For Pacific learners in Aotearoa, education is not just an individual achievement. It is about family, identity, and connection. When we teach in ways that reflect this, students engage more deeply. If you’re a lecturer, you know the “glazed-over” look. It happens when the theory feels a million miles away from their reality. To reach our students, we have to move past the generic and tap into some more relationship-centred methods of teaching.
This isn’t just a study tip; it’s about Vā— the relational space between the student, the lecturer, and the content. When we acknowledge the Vā, we stop delivering information and start nurturing a connection. Here is how you can help your students personalise the learning in their classroom.
Bridging the Gap
When students disengage, it’s usually because the content feels disconnected from their reality. We can bridge that gap by encouraging them to make the information personal.
Instead of pushing a rigid, “one-size-fits-all” academic style, guide them to make the content stick using these anchors:
Connection
Encourage your students to find a “who” before the “what.” This creates a link between them and the class content and moves from “me” to “we.”
For example: If you’re teaching the Respiratory System, prompt them to connect the mechanics to someone they actually know, an Uncle with asthma or a friend who’s always vaping. Alternatively, you could place your students in different groups and allocate them a scenario about a family member or friend relating to the topic.
Encourage Intimate Inquiry
Invite the questions that actually matter to their family or community. Don’t just settle for note taking. Encourage individuals or small groups to list questions that will be important for them to ask on behalf of their family member and encourage them to ask you.
“How does this condition change when mixed with other health issues we see in our community? How do different cultures manage this at home?”
For the Shy Students: Remind them that their notes can be a bridge. They don’t have to speak up to “story-tell.” Suggest they write their notes in a narrative format: “Uncle T’s airways constrict during a flare-up. When he uses that blue inhaler, it relaxes the muscles.”
Creating Story-Based Anchors
These questions help build memories grounded in relationship-centred stories and act as markers to help recall information. Come exam or assessment time, a student shouldn’t just be trying to recall Slide 14; they’ll remember family, a conversation or a story. Storytelling is how our ancestors passed down wisdom. If you are working with people from Pacific or indigenous communities, ask yourself: Have I given them a reason to take this home to their dinner table?