Readiness to teach for cultural inclusivity and sustainable learning: Views of preservice primary teachers in Fiji

Kasanita Nayasi, Ilisapeci Qabale, Varanisese Tagimaucia and Satish Prakash Chand
Fiji National University, Fiji

Fiji's formal education system continues to be Eurocentric, and cultural democracy is a frequent source of contention in schools. This research investigated how culturally inclusive and sustainable learning environments can be fostered through culturally democratic classrooms, culturally relevant content and culturally responsive pedagogies. Data was collected through questionnaires and talanoa, and subjected to quantitative and narrative analysis. The study showed that culturally democratic classrooms, culturally relevant and responsive pedagogies, and skills for enhancing the usefulness of cultural knowledge are significantly lacking in Fiji classrooms. It also showed that democratic and culturally relevant, inclusive, and responsive classrooms necessitate a shift from the traditional colonial learning environment toward one that values cultural diversity, acknowledges multiple perceptions and diverse paradigms, and values critical thinking as well as social and cultural responsibility. The study recommends that the Ministry of Education, Heritage and Arts review the Fiji primary school curriculum and make it more culturally inclusive for teachers and students. The study also suggests that teacher education institutions should include cultural democracy, culturally relevant and responsive teaching, culturally inclusive pedagogies and resources, and training for lecturers on how to use them in their courses. They should also add more vernacular courses to their programs.
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Authors: Kasanita Nayasi is an Assistant Lecturer in the Department of Primary & Early Childhood Education, School of Education, Fiji National University, and is currently a doctoral student at Fiji National University in Fiji. She is an early-career researcher with a research interest in indigenous education, indigenous knowledge and pedagogy, inclusive education, and decolonising research methodologies. ORCID: https://orcid.org/0000-0002-8032-0535 Email: kasanita.nayasi@fnu.ac.fj Ilisapeci Qabale is an Assistant Lecturer in Education, Department of Primary & Early Childhood Education, School of Education, College of Humanities & Education, Fiji National University, and is currently a doctoral student at Gujarat University in India. She is an early-career researcher with a research interest in assessment and evaluation and teacher professional practice. ORCID: https://orcid.org/0000-0001-8830-6546 Email: ilisapeci.qabale@fnu.ac.fj Varanisese Tagimaucia is an Assistant Lecturer in Education & Sports Education, Department of Secondary & Sports Education, School of Education, College of Humanities & Education, Fiji National University, and is currently a doctoral student at Mangalore University in India. She is an early-career researcher with a research interest in teaching methods, professional practice, and technology-enhanced learning in physical education curriculum development, sports physiology, and psychological performance evaluation. ORCID: https://orcid.org/0000-0001-8200-3544 Email: varanisese.tagimaucia@fnu.ac.fj Dr Satish Prakash Chand (corresponding author) is an Assistant Professor in Education, Department of Primary & Early Childhood Education, School of Education, College of Humanities & Education, Fiji National University. His research interests are in curriculum and instruction, educational leadership, and teacher education. ORCID: https://orcid.org/0000-0003-4260-071X Email: satish.chand@fnu.ac.fj Please cite as: Nayasi, K., Qabale, I., Tagimaucia, V. & Chand, S. P. (2022). Readiness to teach for cultural inclusivity and sustainable learning: Views of preservice primary teachers in Fiji. Issues in Educational Research, 32(3), 1020-1044. http://www.iier.org.au/iier32/nayasi.pdf