From decolonisation to culturally responsive education: reimagining health professions learning through Pacific dialogues and community praxis
Main Article Content
Keywords
Medical education, health equity, Cultural competency, Pacific curriculum development, pasific islands
Abstract
Introduction: This study explores Pacific healthcare educational leaders' perspectives on transforming health professions education (HPE) from colonial legacies towards culturally responsive approaches. Health professions education in the Pacific has historically been shaped by Western biomedical paradigms that marginalise Indigenous knowledge systems. This research aims to understand how educational leaders conceptualise moving beyond decolonisation rhetoric towards practical, culturally responsive educational strategies that integrate Pacific epistemologies into HPE curricula to better serve Pacific communities and address persistent health inequities.
Methods: This qualitative study employed talanoa, a Pacific Indigenous methodology centred on relational dialogue and reciprocity. Semi-structured interviews were conducted with 12 Pacific educational leaders from Fiji National University's College of Medicine, Nursing, and Health Sciences. Participants were purposively selected for their expertise and leadership roles. Data analysis followed thematic analysis approaches, with transcripts coded to identify recurring patterns. The talanoa process prioritised relationality and deep listening, ensuring participant voices remained central throughout the analysis.
Findings/Outcomes: Four interconnected themes emerged: navigating colonial histories while reclaiming Pacific futures; recognising pedagogical disconnects between Western methods and Pacific learning styles; prioritising community-engaged learning as both pedagogy and epistemic resistance; and pragmatically shifting from decolonisation rhetoric towards culturally responsive education. Participants emphasised that while decolonisation remains aspirational, culturally responsive education offers more accessible pathways for institutional transformation through multilingual pedagogies, community partnerships, and reimagined assessment metrics including cultural humility and community trust.
Originality: This study centres Pacific voices and epistemologies, advancing culturally responsive education as pragmatic decolonial praxis while offering concrete strategies for Pacific-led transformation in health professions education.
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Dr. Ratu Osea Gavidi, Fiji National University
Head of School / Associate Professor
School of Dentistry and oral Health
College of Medicine, Nursing and Health Sciences,
Fiji National University