Presentation on theme: "Articulating and implementing a “pedagogy of success” for Pacific students in tertiary education."— Presentation transcript:
Articulating and implementing a “pedagogy of success” for Pacific students in tertiary education
Whitireia: Dr Margaret Southwick QSM, Jean Mitaera, Louise Falepau, Theresa Nimarota, Wendy Scott Unitec: Dr Fotu Fisiiahi Massey University: Associate Professor Malakai Koloamatangi Principle Project Participants
Theoretical framework The defining characteristic of a programme of nursing education located in this model is one of benign indifference to ethnic minority students. THE SITE OF UNDIFFERENTIATED “OTHER” WITHIN THE SOCIETY The boundary between is defined and maintained through the application of values and norms of the dominant group to measure the “OTHER”. DOMINANT CULTURE (Southwick,2001) Binary Model of Marginality
Theoretical framework The defining characteristic of a programme of nursing education located in this model is well intentioned but ineffective strategies employed by Faculty in an attempt to achieve better outcomes for ethnic minority students. In this model of deconstructed marginality there is recognition of other value systems within a society. What is not challenged in this representation of the relational is social standards and norms remain those of the dominant culture. ETHNIC MINORITY GROUPS DOMINANT CULTURE (Southwick, 2001) Deconstructed Model of Marginality
Theoretical framework Reconstructed Model of Marginality ETHNIC MINORITY STUDENTS ETHNIC MINORITY GROUPS NURSING CURRICULUM FACULTY DOMINANT CULTURE (Southwick,2001) The defining characteristic of this model is the explicit understanding of Faculty that their role is to coach students to understand from a critical social perspective how power structures operate to construct their experiences, and then to develop effective strategies to mediate.
January – June 2014 -Develop the common pedagogical factors of success using named programmes and key staff within Whitireia. -Undertake focus group interviews of current student, graduates, and students who withdrew or failed the programmes. -Design and populate baseline data of students enrolled over past 5 years. -Design and undertake formative evaluations of the project from start to finish. Key Milestones
July – December 2014 -Engage with partner organisations to begin the process of knowledge transfer -Prepare partner programmes/staff to implement changes for delivery in 2015 January – December 2015 -Mentor/support the implementation of agreed changes -Monitor progress against evaluation framework identifying and deal with barriers/challenges -Report end results January – March 2016 -Final report submitted Key Milestones cont…