Maori and Pasifika Strategy

In my proposed community project I'm leaning towards education and helping more Tongva people have higher education available to them. This is because a small number of Native Americans are pursing higher education. I also want to work within the community to meet the needs of the Tongav people. Whether by working with the children towards higher education, or learning their stories to be able to pass the stories to

The Ka'u School of Arts has been based in Ka'u since 2004. The school's mission is to strengthen not only it community but other communities a well. It also wants to empower individuals in Ka'u by providing learning experiences, opportunities to show their gifts and talents and to teach and share their culture. They also have a vision that each individual in the district of Ka'u is aware of their own creativity and innovation that they each hold within themselves. They believe that with the individuals becoming aware of the talents they possess that they will have better opportunities and careers for themselves.

In today’s presentation, Deputy Superintendent shared examples of changes at Waipahu High School to prepare the students for college, career, and citizenship. First, there was an Elephant problem. To improve student learning, there was a sense of urgency to change the systemic stereotypical image of Waipahu students and school. As a principal, he created common experiences for the faculty to affect their values and beliefs to change their perception of the students. Together, the faculty answered the questions “What do we believe and value and what do we believe about our students, our community, and ourselves?” The discussion engaged and motivated the teachers’ emotions of their moral purpose as educators. The discussion, reflection, and collaboration also built a positive, trusting relationship with each other and set high expectation for all the students. Also, throughout the transformation, the school

Topic 4 links to Cherbourg schooling experiences by discussing the concept of how the A/ITR incorporates a set of principles, core values and a process for applying a framework to determine an Indigenous viewpoint on an issue in an Indigenous context (Truscott, 2014). Chis explained that the Cherbourg school protocols are set to ensure Indigenous knowledge and standards are respected at all times and worked with during an Indigenous project or decision-making process. Teaching strategies should always be the same between indigenous and non-indigenous students making the only difference their cultural background.

I’m involved in a group at the University of Minnesota called “ESA” that stands for Ethiopian student association, every year once a year we put on a show that displays the Ethiopian culture. I’m also involved in a summer camp as a mentor for young kids. The camp's philosophy is to teach young Ethiopian kids that were born in America about their culture and how important it is to embrace it. I believe this is one of the most important things that make me different my peers but moreover that my success in education isn’t an option but more of a mission for

I have chosen my program, “Fiji - Sun, Sand, and Service”, for many reasons: ever since I was younger, I knew I had a passion for working with children. This community and communication building program will help me develop a closer connection with other children from my community through fun and engaging activities. I strive to make those less

I am very fortunate to have been born into a Hawaiian family that can afford the opportunities for me to become successful, and I intend to support those who were not. In Hawaiian, the word kuleana means responsibility, which is considered a crucial value within my heritage. My ancestors always fulfilled their kuleana to themselves, their families, and their community with diligence and respect. Growing up among the hardships of my people allowed me to understand that my kuleana is to gain the education and experience needed to direct them towards progress. In fulfilling my responsibility to my people, I aspire to attain a career that involves creating

Naoloni has gone several times to her childrens schools and contributed in cultural activities where she has shared and taught the students about her Tongan Culture. Her children love when mom comes to school. Naoloni as a teacher understand how valuable it is for children to be able to explain and share their culture with their classmates.

life-long learning process. I was lucky enough to be a part of this social background and brought in a well-educated society that made me personally have faith in “Knowledge is Power & Wealth”. Additionally, I believe “Ignorance is the mother of all evil”. We need to make this Indigenous group understand the value of Education. The government need to take more responsive steps to cover the whole parts of Australia. Therefore, “Education can be used as the most powerful weapon which can use to change the world which is in existence.” According to Deng Adut, Refugee and Defence Lawyer, “There are many stories like mine out there waiting to be unlocked by the key of education.” Henceforward, sound education is a “key to equality.” (Dean

It is evident that some form of inductive learning via the acquisition of an advanced level degree, I know very deeply can help me use optimal knowledge competency and apply well-matched cultural values to western interventions as my individual contribution to solutions that address this as an indigenous problem. I currently assess my Masters of Science degree in psychology from Capella University as presenting me as a mini-asset to my current employers, which could be strengthened by tools found within a Capella PSYD curriculum.

Our boys have proved that we are capable of the complete opposite. From here on out, I fell it is imperative that we use them to serve as a reminder to us that we, students of Konawaena are equipped with the readiness to succeed in anything we set our minds to.

For the past 10 years I have attended programs and volunteered at the Waipa Foundation, a community based nonprofit committed to restoring native systems and resource, and preserving Hawaiian culture. Through service and dedication to an organization essential to the history of Hawaii, Waipa has allowed me the opportunity to form some of my most treasured connections to my home and understand the significance of a unified community. My days spent working in the muddy kalo patches and pounding poi were all apart of a sustainable system modeled after Hawaiian practices. The passion to care for those around me and build a family is the value I hope to establish any where I go.

Building respectful and reciprocal partnerships between schools and communities is essential, according to Harrison and Sellwood when schools identify a need or opportunity they need to engage with the Indigenous community at every stage, they describe the importance of involving the community in developing a vision for the school but most importantly taking the time to learn about families and realising that relationships and partnerships may take time to build but are necessary if schools are to achieve best outcomes for their students (2016, p.

This article examines the attitudes that New Zealanders have developed in response to immigration patterns and policy. Exploring how social hierarchy and ethnicity shape immigration tolerance through economic inequality concerns, perceptions of threat and protection of Maori rights. Douglas gives substantiated arguments relevant to discussions on the bicultural environment of New Zealand politics and argues for the importance of political recognition for Maori.

The following paper examines the history and religion of the ancient Maori people. It is my belief that exploration of traditional belief systems and ritualistic practices will lead to a greater understanding of the Maori culture in present-day New Zealand. The objective of the paper is to illustrate the Maoris’ unique perception and spiritual connection with their natural environment.