BACK TO PARADISE
OR PROBLEM This excellent document from New Zealand was completed by PIERC. It dates from 1982 but is very useful reading for teachers who have pacific students in their classrooms.
The stimulus which resulted in the preparation of this handbook, came from a number of teachers with whom PIERC has had contact. The multi-cultural, multi-ethnic nature of many of our Auckland schools, not to mention of course, the similar bent in other urban areas of New Zealand, has added a new dimension to the usual pattern of school organisation and practice.
The conflict of cultures could be a real stumbling block for many in classroom situations. This book is aimed primarily at preventing misunderstandings, which might arise as a consequence of lack of information on the part of the teacher; it is intended mainly for teachers who have a limited knowledge of Polynesian cultures.
During its preparation, the handbook was rewritten a number of times, in the hope of presenting a frank and useful aid for our fellow colleagues in the classroom. We are aware of the limitations and omissions of this handbook, but we feel that it is important that teachers have something now, and we are happy to provide this help.
I would like to express my gratitude to members of the panel, whose intimate understanding of their own people and culture is of vital importance to the production of a balanced viewpoint.
Ia soifua
Sefulu Ioane
DIRECTOR
Immigrant Children
Pupils who have come to New Zealand from the islands, arrive with an unqualified respect for their teachers. They know their teachers well - and often address them by their first names. Likewise, teachers know their pupils, the pupils' parents and their backgrounds to a very large extent; the relationship that exists between teachers and pupils tends to be open, relaxed and less given to a strict observance of imposed formalities (though there is a place for these at appropriate occasions), despite the underlying respect accorded by the latter to the former. Perhaps the closely knit structure of social and cultural links between individuals in a village community, is a major contributory factor to this kind of relationship.
Aloofness on the part of the teacher (an observation island children seem to find in New Zealand schools), is a rare experience in their homelands. While aloofness is considered appropriate in some cultures for the maintenance of a status symbol, in others, especially among Pacific Islanders, it is an expression of contempt for another person; Polynesians are very sensitive about this. We have heard the expression - 'familiarity breeds contempt' from time to time; this is also common knowledge among islanders. But lack of aloofness is not exactly the same as being too familiar. The worst consequence that might emanate from aloofness, is a lowering of interest or personal involvement on the part of an island child, in matters related to interpersonal relationships with his/her teacher.
Respect
In many respects, island children who were born in New Zealand, would tend to bring similar attitudes towards their teachers, as those of their island-born counterparts. They too are expected, in the majority of cases, to obey and respect their teachers, as much as they do their parents.
We are aware of a certain school of thought, which advocates the view, that respect should be earned and not granted as of right. This may be so for technological societies which are constantly subjected to pressures from factors like large population, profit motive, enterprise and competition. Pacific Island societies are as yet, not fully submerged in this tide of modern-day thinking; for them, children are to respect people older than themselves without question.
Aroha
A general principle which, when observed, often brings rewards in terms of good personal relationships, closer ties between the learner and the-teacher, personal trust, respect and loyalty, is that which is referred to as the spirit of aroha. Samoans call it 'alofa', for Tongans, it is ''ofa and for Hawaiians it is aloha' Throughout Polynesia, the term literally means love but in this context, it is the embodiment of all the best attributes of one's concern for the welfare of a fellow human being.
It would be difficult for islanders especially, to find in our modern society in all its philosophies, its scientific trends of mind, its sophistications and prejudices, a single principle which could be used as the basis for a satisfying personal relationship, other than the practice of Aroha.
The emotional ties of Aroha between island children and their parents are invariably extended to include relatives (of the extended family), and in most cases, people who are closely associated with the family, such as teachers.
It would be disastrous for teacher-pupil relationships if the former were to be seen to react to an expression of Aroha by the latter, with the cold detachment of a modern urbanised society.
Friendliness
Generally, island pupils would prefer their teachers to be less rigid - with some element of informality (within reason) in the classroom. Too much adherence to a rigid structure of grouping or of a pattern of activity, could result in withdrawal.
An atmosphere of acceptance and friendliness, inside and outside the classroom, often eases the pain of cultureshock for newly-arrived island children; even a smile or a 'Hello' from the teacher to a pupil in the playground would go a long way in boosting the child's feeling of belonging to the group. In this way the real, or imaginary fears of an island child associated with his minority status are allayed in an indirect and less obvious way.
Friendliness gives confidence.
Self-pride and the 'fear' of making mistakes
Sometimes Pacific Island children, especially those who have just arrived in the country, appears to be indifferent when asked about something. A child who is reluctant to answer a question may be a victim of this condition: he does not want to give the wrong answer for fear of a possible deluge of ridicule from his peers.
One of the biggest hurdles which has to be overcome by most island children in a school situation is their own fear of being the object of laughter, or of making mistakes.
The alert teacher will be quick to diagnose this condition before its effect spreads to other areas of personality development. Sometimes children suffer from a condition known as Musu or Total Withdrawal, as a result of exposure to peer ridicule, or of being ashamed (Whakama).
Immediate Success
Learning situations ought to be realistic and conducive to the attainment of immediate success, e.g. the child should feel that he has mastered a certain point or has learnt a principle which he can apply with confidence to future learning situations. Lack of immediate success has unfortunate residual effects on future development.
Self reliance for children in the islands is, to a large extent, nurtured through the sharing of responsibilities with other members of their extended families e.g. Looking after younger siblings, gathering shellfish, collecting firewood or helping mother with her weaving.
In New Zealand, island children in urban areas have little to do at home. Thus the need for sharing responsibilities with their classmates at school is of vital importance to the growth of self reliance. e.g. in ordering lunch, looking after sports gear etc. The occasional word of praise from a person of authority like the teacher (where praise is warranted) goes a long way. An interesting variation a teacher can use if possible is to praise the child in his or her own language.
Gifts
Sometimes an island child comes to school with a gift for the teacher. It is an expression of the child's feeling of friendship, and should be regarded as such. The teacher is under no obligation to repay the child by bestowing the latter with special favours.
Refusing it can give offence.
Home
Every school has its own policies regarding the relationship between staff and pupils' homes. For some schools, the principal or his deputy contacts the home through a letter; other schools are fairly open with regard to this matter and most teachers are free to make their own contacts.
Most Pacific Island parents would welcome home visits by teachers, for they are anxious to learn of their children's progress at school. They would also want a chance to meet their children's teachers informally.
Should you wish to visit them at home, it is useful to remember a few guidelines in order to avoid any misunderstanding between you and the parents.
It is wise to go on an informal basis, since most parents 'shy away' from the idea of sitting down face to face, discussing unfavourable matters in relation to their children, in a formal manner.
Here are some suggestions that may help:
Give the home a ring a day or two before the visit. Most Polynesian folk would like to prepare something special for their visitors e.g. baking a cake, scones etc.It would be a good idea to visit the home when both parents are present. This will give the father an opportunity to engage you in conversation while the mother prepares the tea
Male members of Polynesian households are indifferent to having to prepare tea etc, while entertaining a visitor at the same time. The need for respecting the dignity of Islanders in their own homes cannot be overstressed.
The formula for solo parents is up to the teacher's own judgment. A personal understanding of a particular parent's circumstances often helps.
Before you visit, it is useful to learn words of greeting or of appreciation (e.g. thank you,) for the island group from which the parents come. Pacific folk love to hear these expressions in their own tongue In fact, frequent use of these expressions can open many doors of inter-cultural communication.
Some teachers might feel embarrassed when parents offer them gifts during one of these visits. Remember it is a gesture of goodwill. There are no ties attached. Most Polynesians regard the giving of gifts as an expression of Arolia; they feel happy when gifts are accepted. If it is difficult to communicate or get a response from parents, try contacting other persons who know them well, and let them negotiate for you, or you may contact an influential person from that island group to assist.
Sometimes, Pacific Island community leaders or church ministers may assist if they are advised well ahead of time. Please remember that these people are usually busy as they are always in demand. A Directory of Pacific Island Social and Community Organisations, and Influential Individuals is now available from PIERC.
English and Ability
A child's inability to speak English does not mean that s/he has no ability - it is most likely a question of background. once the initial language difficulties arc overcome, most ESL. students should be able to follow the normal school curriculum.
Because of the eclectic nature of this handbook, we tend to make many general statements. Pacific Island children come to New Zealand from different countries, and the teacher should be constantly aware of the differences in cultures and expectations amongst those from different islands, or even from different islands within the same country. Some teachers tend to view their brown-skin pupils with lenses focussed on a collective image known as POLYNESIAN - a convenient term which, apart from its ethnic connotations, is regarded by Pacific Islanders with an increasing degree of repugnance.
Attitudes to the teacher
New arrivals especially are very friendly and easy-going, and have a strong desire to please the teacher. Sometimes the Pacific island child may appear to be a bit forward as s/he will not commonly use words like 'please' or 'would you' but instead he rather direct in his/her requests. However, this is not really arrogance, as words like 'please' and 'thank you' are often understood. The smile on his face gives a clue to his real feelings. He may be offended by an abrupt "',Wait! I'm busy. Go away," so it is better to smile and say politely, "Wait, I'll help you next," or "Can you wait for a few minutes?"
Preferential Treatment
What appears to be preferential treatment for island children must be avoided - this can cause resentment from other pupils and can even give the island children an inferiority complex
Often teachers mean well in treating Pacific Island children in a special way, with a view of providing personal attention, Sometimes, this is misunderstood by both parents and pupils.
Property
Pacific Island children are conditioned to share with others. They have a different attitude to property (e.g. if there is a rubber on the next desk, they will feel free to take it and use it). They are used to sharing items of clothing with others in the family. Pacific island children may not be so upset about the loss of an article.
These children are in the process of acculturation and need to be helped in this; but it must be done gradually, and not in an abrupt manner. General explanations to the whole - class on procedures you want followed with borrowing, will avoid giving anyone a sense of shame. For those who do not immediately get the idea, it will be necessary to remind them in a polite and positive way, of what they are expected to do e.g. "You should ask first before you borrow something." "Return the ruler soon after you have used it." "Please remember to bring your own ruler." Once again, the danger of over generalising about property attitudes among Pacific Island children must be borne in mind.
Attitude to Church
The Church forms a natural part of their life and their religious feelings need to be respected. Allegiance to the church is still strong. Ministers of religion and church elders are respected members of the Pacific Island community. In the absence of a traditional hierarchy of social organisation such as the matai (chiefly system) in Samoa or the nobles in Tonga for instance, Pacific Islanders in New Zealand tend to look to their church leaders for guidance in many aspects of life.
School administrators and teachers should remember this point when making contacts with Pacific Island communities.
Attitudes to Europeans
Generally, new arrivals have a high expectation of Europeans because, those in the Islands are almost all missionaries, government officials, teachers or other highly skilled people, and they have great mana or prestige. This prestige is not so evident in such people here because. of the nature of New Zealand society. Consequently some Pacific Islanders are surprised to find Europeans in unskilled jobs. They also find a society which tends to be dominated by materialism with most things jealously guarded. They expect consideration from others, as in their home country, but they do not get it. They encounter an 'each person for himself' attitude, and go though a period of uncertainty and conflict of values.
Teacher Attitudes
Like most children they are sensitive to criticism and respond better to a more positive, friendly approach. They are sensitive to impressions conveyed by thoughts, attitudes and actions. If a teacher has a scornful attitude pupils will sense this, even though he/she tries to conceal it. Their minority status might have contributed in part, to their sensitivity in matters of personal relationships with the teacher or with other classmates.
Family
The closeness of their community life i.5 significant to them; they value the aroha (love and a sense of security) in the family. Self- esteem and close identification with the family are very important; these are intensified by their minority status. Family ties are very strong, even among distant relatives. As a socialising agency, the family plays a prominent role in the life of the Polynesian community in New Zealand.
Sex
Pacific Island children are often embarrassed by anything to do with sex or reproductive organs - this is regarded as taboo. Free reference to them could have an unsettling effect and interrupt the learning process. Sex is accepted as part of life but it is not something that is discussed at home or in schools back in the islands. Where relatives of opposite sex are present in biology lessons or films about sexual reproduction, there could be embarrassment. This applies to cousins as well as to brothers and sisters. Teachers should find out informally beforehand if such a relationship exists, and then use their own discretion.
Puberty is a difficult time for girls; direct questioning could be a source of great embarrassment during their monthly periods. Girls may say "I am feeling sick", or a friend may report this. Absenteeism can even occur during this time to avoid embarrassment.
Whakama
There is a general reticence among Pacific Island children which sometimes end up with complete refusal to co-operate) Because of what is often referred to as whokama (causing shame); fa'ama (Tongan, Niucan and Tokelauan); akama(Cook Islands). They may be afraid that others will laugh at their mistakes. The same feeling extends into other areas, such as reluctance to bring a letter from home, to explain that one's family cannot afford to buy a new pair of sandals for another week, etc.
Pacific Islanders are very conscious of their families' good name and responsibilities, hence the shame experienced by an individual, tends to adversely influence the mana of the rest of his/her family. Sometimes parents would punish their children, for bringing shame to their families in the classroom.
Musu or Withdrawal
There is a state of withdrawal which Samoans call musu. This state of being is a common pattern of behaviour for most of the Island groups. A pupil may refuse to say anything but just stare and perhaps scowl. This is like sulking except that it is stronger. Under this condition the child may appear obstinate and unco-operative.
It may be because he feels offended in some way e.g. he may feel that he has been told off unfairly. It may also be because he is conscious of having caused offence. Avoid sending a child who is musu to the principal - this could create a worse situation. The best thing is to leave the child alone for a while, as time will heal the condition. Sarcasm should be avoided at all costs. Person-to-person contact at a later time is best.
MUSU: Cyclic Development of Musu with associated patterns of Body Language and Eye Movements
A. Mutualism
- Fiafia: Happy, jovial mood
- Teacher-Pupil relationship at its best Good humour
- Generalised Eye Movements
B. Give and Take
- The Pupil can tolerate reprimands by teacher;
- Eyes tend to focus on specific objects, or even staring into space.
C. Sulkiness
- Musu: eyes downcast- avoidance behaviour
- Fa'aalii: Obstinate look on face, provocative behaviour. Some pupils might even cry out of sheer anger
D. Aggression
- Pupil looks directly at the teacher - eye to eye.
- Overt aggressive behaviour, pupil no longer listens to commands.
Display of Emotions
Pacific Island children are generally spontaneous in showing their emotions. When they are upset - both boys and girls of all ages, may cry and should not be subjected to ridicule if this happens. Crying openly on sad occasions, even for Polynesian men is culturally acceptable.
Some children may giggle at times and even break into open laughter. This could occur if someone slips over a wet surface or if anything unusual or unfamiliar happens, such as the teacher arriving with peroxided hair. This is not meant as an insult. Often the giggling or laughing could be shortened by the teacher with an accompanying joke. More laughter might result - better still if the teacher laughs with the class, then, when it is finished, encourage children to get on with their school work.
Ridicule and Peer Group
Peer group influence is very strong. They use whakoma on their own friends to make the latter conform to their norms (e.g. such as not wearing proper uniform, smoking or not bringing lunches.) Teachers could use this to their own advantage by providing positive incentives (e.g. ridicule could be used by a group to bring a child out of mudu. This type of ridicule is used in a joking way and is not used to hurt.) The teacher could say to the leader, "What is wrong with your mate?~' or 'Why is Sione behaving badly? Could you help him?' He could get to the Leaders of the group to point out the reasons for wearing the proper uniform. It is strongly suggested that the giving of responsibility is one way of capitalising on this.
Unfamiliar Environment
Perhaps the greatest difficulty is a sense of bewilderment in being in an unfamiliar environment. Their own sense of security and self- esteem grow with their understanding of the surroundings, and of what is going on around them.
Full awareness of such things as school rules, school boundaries, uniforms, Physical Education gear, fees snd discipline, is vital to their development. The early establishment of routines and consistency in the teacher~s handing of these, could help pave the way towards good discipline.
Reading and Homework
Some homes do not have many books to help children with their reading or homework, so the children will need encouragement to join libraries, or to make good use of the school library, and to develop interest in residing (as opposed to addiction to television - which is a recognised curse in suburban areas). Teachers are advised to solicit the support and understanding of Pacific Island parents in implementing their reading programmes.
If pupils have homework to do, you might have to remind them of the need to find somewhere quiet to do it, for instance in an empty classroom (supervised), the Public Library, community centres or home work groups run by the school or the community.
Cultural Activities
Pacific Island children should be encouraged to take part in school activities which are oriented towards their own culture, as this gives them a sense of identity; the need for participation in and appreciation of other cultures, must not be overlooked. The worst thing that could happen is when children become idle spectators. However, as a cautionary note, some Pacific Island parents are concerned about the amount of effective school-time lost by their children on account of cultural activities.
Lack of Achievement
lf a pattern of underachievement becomes established, a sense of disillusionment may set in, with pupils resorting to Playfulness to disguise their lack of success, or even seeking ways to miss certain classes. These children might be well on the way to becoming either regular truants, or frequent visitors to the principals office. Avoid rushing into conclusions or over dependence on results of IQ tests for instance, but rather find out quietly whether or not the condition is related to language needs, culture difference or other factors not yet known.