ABSTRACT

Limited attention has been paid to the experiences of Pacific Early Career Academics (PECA) in utilising their culture-specific systems of knowledge in their pedagogical practice. As a cross-section of PECA employed in a variety of disciplines and faculties, we explore how our Pacific identities infuse our pedagogical approaches in a way that forefronts the significance and validity of Pacific knowledges. We argue that, despite academia perpetually undervaluing Pacific knowledges and even without formal Pacific pedagogical training, PECA prioritise Pacific knowledges in the way we think, teach, and communicate in the classroom. Further, PECA contribute to a reshaping and remodelling of curriculum and delivery that is culturally responsive and enhances learning and teaching spaces significantly. Thus, we believe that universities need to commit to not only hiring more Pacific academics, but also provide greater institutional and financial support for the development of PECA networks across different faculties, schools and disciplines. We also argue that to help retain PECA, Pacific pedagogical praxis must be understood as part of wider pastoral care efforts.

摘要

对太平洋早期职业学者（PECA）在其教学实践中利用其特定于文化的知识体系的经验给予了有限的关注。作为PECA在各种学科和学院中使用的一个分支，我们探索太平洋身份如何以一种超越太平洋知识的意义和有效性的方式注入我们的教学方法。我们认为，尽管学术界永远低估太平洋知识，甚至没有经过正规的太平洋教学培训，PECA也会以我们在课堂上的思考，教学和交流方式来优先考虑太平洋知识。此外，PECA有助于重塑和重塑课程和授课方式，这在文化上具有响应性，并极大地增加了学与教的空间。从而，我们认为，大学不仅要致力于招募更多的太平洋学者，而且还要为跨不同学院，学校和学科的PECA网络的发展提供更多的机构和财政支持。我们还认为，为了保留PECA，太平洋教学实践必须被理解为更广泛的牧养工作的一部分。