Waikato Journal of Education


Culturally inclusive education; quality education; Tivaevae model; sustainable education; Indigenous education; culturally responsive pedagogy; curriculum

How to Cite

Ava, A. T., & Page, A. (2020). Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting. Waikato Journal of Education, 25, 31–41. https://doi.org/10.15663/wje.v25i0.714


The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning.

The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.


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