Research on the health outcomes of Pasifika people in New Zealand has begun to focus on the church’s role as well as that of the Pasifika worldview. This study explores the relationship between the church, Pasifika families and the health system through the concept of vā. Five Pasifika participants, four parishioners and their church minister were interviewed online to facilitate dialogue and gather their voices. Four themes emerged from the interviews and the data analysis: (1) the role of family and close relationships, (2) interactions with healthcare, (3 the role of the church and (4) overarching systemic discussions.

Māori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching.

This article introduces He Vaka Moana, which has been tested and evaluated at international and local levels. He Vaka Moana is a strength-based model of academic fellowship that is framed by Oceanic principles and methodologies. The authors base this model on what connects and sustains us as Māori and Pasifika people—that is, Te Moana-nui-a-Kiwa.