Abstract

The COVID-19 pandemic caused a dramatic shift from face-to-face learning to an online learning modality for learners globally. Moana (Pacific) communities of all ages were affected by the change due to the existing digital divide that remains an issue today. Research on culturally responsive learning pedagogy for Moana communities prior to the pandemic focused on in-person experiences. Navigating the vā (the relational space between all things) to engage with Moana communities was difficult for teachers during pandemic lockdowns. Online learning in Moana communities is an emerging field of research and has typically focused on synchronous learning. Instead, in my research I examined the experiences of Moana educators who created asynchronous learning for Moana communities in the digital vā (online environment). Using fa’afaletui as the research framework for data collection and analysis supported by in-depth talanoa, this research explored how Moana educators are navigating the vā to build culturally responsive asynchronous learning for their communities. The Moana educators in this study provided experiences that resulted in an introductory guide to building culturally responsive asynchronous online learning through the analogy of a voyage. The insights from this study show the importance of grounding in the vā, the gafa (lineage) of the learning materials, o le nu’u (the village) a collective approach, cultural values such as loto maualalo (humility), alofa/aro’a (love), tautua (service) and feosia’i (reciprocity). The study suggests that the development of culturally responsive asynchronous learning materials for Moana communities in the digital vā can be guided by a Moana worldview, cultural concepts and values. The experiences in this study provides a preliminary guide for Moana educators and non-Moana educators to design online asynchronous learning to Moana communities.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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