6 minute read
Nurturing cultural identity at Wiri Central School
Next Article
Catering to more than 350 students in Tāmaki Makaurau | Auckland, Wiri Central School provides students in Years 0–8 with a nurturing and inclusive learning environment where students can explore their cultural identity, strengthen connections with their families and succeed as lifelong learners.
At Wiri Central School, the values of kotahitanga, manaakitanga, whanaungatanga and rangatiratanga guide both culture and curriculum. These principles create an inclusive learning environment where students are empowered to celebrate their identity and become lifelong learners.
The school serves approximately 350 students offering immersive educational experiences in Gagana Sāmoa and te reo Māori through its dedicated immersion units, Fofoa i Vaoese and Mōkai Āwhina.
Education Gazette recently spoke with teachers from both immersion units about the profound connection between cultural identity and student achievement.
Fofoa i Vaoese | The child born in a forest
The Sāmoan bilingual unit, Fofoa i Vaoese, offers students the opportunity to immerse themselves in Gagana Sāmoa while learning from faiaoga (teachers) who deeply embody fa’asāmoa (Sāmoan culture).
Fofoa i Vaoese officially opened in 2015 in response to the growing requests for students of Sāmoan parents and āiga to learn in Gagana Sāmoa.
A Sāmoan language programme previously offered at Wiri Central School sparked discussions about creating a dedicated bilingual unit and as a result Fofoa i Vaoese was established.
The name Fofoa i Vaoese originates from a Sāmoan legend about a child born in the forest. ‘Fofoa’ means conceived, ‘i’ means in, ‘vao’ means bush/forest and ‘ese’ means alien or foreign.
The name was chosen to remind Sāmoan children in Aotearoa of the importance of staying connected to their language and culture. The name was suggested by a local matai and parents agreed that it was uplifting and a good fit for the new immersion unit.
Currently 57 students from Years 0–8 are enrolled, learning in Gagana Sāmoa with English introduced in later years. The unit is staffed by four full-time faiaoga: Epenesa Sooula, Ashley Sooula, Gata Tosogi and Tuluiga AiiloiloMaka, with Nora Fa’alava’au serving as the unit’s reliever.
Culturally responsive teaching
Epenesa, who has taught in the bilingual unit for seven years, and her daughter Ashley, who joined the team two years ago, are passionate advocates for culturally responsive teaching.
With over 40 years of teaching experience in both Sāmoa and Aotearoa, Epenesa explains that her mission is to educate students in both Gagana Sāmoa and English, helping them to lead successful lives while staying grounded in their cultural identity.
Epenesa reflects, “For many Sāmoan parents in Aotearoa, their children didn’t grow up speaking their native language. The need for a culturally responsive learning environment was evident and Wiri Central School responded.
“A person’s language and culture represent who they are and aspire to be. Creating classroom environments that honour cultural protocols helps students build confidence while broadening their worldviews.”
In Fofoa i Vaoese, faiaoga view the Wiri Central āiga as essential partners in the children’s education. Termly family meetings (fono), provide an opportunity for āiga to discuss their child’s progress, share goals and voice concerns.
“Through these fono, family express how much they love hearing their children speak Gagana Sāmoa and take part in traditional pese (songs) and siva (dance),” says Epenesa.
She emphasises that nurturing strong, healthy relationships with the āiga is key to student success and that cultural identity plays a huge role in building and maintaining these connections.
Fostering Gagana Sāmoa for future generations
For Epenesa and Ashley, fostering the Sāmoan language and culture is a shared commitment, one they’re dedicated to continuing for future generations.
When Ashley was given the opportunity to join the Fofoa i Vaoese team, she eagerly accepted.
“I saw it as an opportunity to navigate the challenges of teaching in a bilingual environment while celebrating the successes of bicultural learning,” she says.
“Growing up bilingual I’ve always appreciated the benefits of knowing two languages. Parents and āiga have shared their gratitude for not only their children’s achievement but also for reigniting their passion for learning.”
Both Epenesa and Ashley agree that it’s a blessing to work in a space that is culturally and academically focused on connecting with students and their āiga to meet their learning needs.
This belief is also shared by the kaiako in the Māori full immersion unit, Mōkai Āwhina.
Strengthening cultural identity in Mōkai Āwhina
Mōkai Āwhina is the Māori full immersion unit at Wiri Central School where kaiako like Emma Theobald (Ireland, England), Anet Conroy (Kai Tahu), Bo Te Wao (Ngāti Pāoa) and Serenity Taua (Ngapuhi, Waikato, Ngāti Porou, Te Whakatōhea) nurture identity, belonging and pride through a tirohanga Māori (Māori worldview).
Established as a Māori bilingual unit in 1991, Mōkai Āwhina transitioned to a full immersion unit in 2004. Today, it serves 47 students with a focus on strengthening their connection to their Māori heritage and cultural identity.
Emma, who represents the kaiako of Mōkai Āwhina, says, “If you want students to engage, you must help them connect to themselves, their culture and their community.”
Building belonging through inclusive kaupapa
In Mōkai Āwhina, the teachers are committed to providing engaging content grounded in te ao Māori.
“This term, the unit’s focus is on Māori history with Tūmatauenga, the atua (god) who gave us the gift of strategy, as the overarching kaupapa,” says Emma.
“We think it’s important for students to celebrate the achievements of their tūpuna (ancestors),” she says.
“Our kaupapa (theme) this term is to explore Tūmatauenga and connect his characteristics to significant Māori historical events, such as the signing of Te Tiriti o Waitangi and the Māori language revitalisation movement.”
Emma explains that the kaupapa is designed to help students understand who they are and where they come from, which builds confidence and prepares them to seize future opportunities.
“We also participate in kapa haka every week,” Emma continues, “learning waiata connected to their local iwi to foster a sense of belonging and cultural pride.”
Overcoming challenges in immersion education
While both immersion units have created culturally responsive classrooms where students experience Gagana Sāmoa and te reo Māori, there are challenges to overcome.
“Professional development opportunities are often offered in English which can be difficult to apply in our immersion settings,” says Emma.
“Also, finding resources that reflect our students’ experiences can be challenging but we make do with what we have and are grateful for those opportunities.”
Despite these challenges, the teachers in both Fofoa i Vaoese and Mōkai Āwhina are committed to ensuring that their immersion units continue to thrive, giving future learners the chance to succeed in education and beyond.
