To my mind, there have been three key themes running through this special edition of Pacific Asian Education, which are relevant to the journal’s focus on issues of education within and around the Pacific Circle. The first is the exceptional level of appreciation for research in all the articles in this edition. Whilst at a doctoral student research seminar recently I asked a fellow participant, “Why do people research?” She looked around, looked back, and said, “I can’t speak for them, but I know for me that I am in education research because it is about social justice”. Seeing this from our different locations throughout the Pacific, all sixteen authors in this special edition, along with Assoc Prof Eve Coxon and me as co-editors, concur - education research is linked to social transformation through well constructed, robust research that makes a difference to the education delivered
The second theme is the advancement of new possibilities in Pacific education research approaches. This special edition expands the philosophical and methodological base for education research across the Pacific region. A pan-Pacific notion of research has been explored and we have confirmed a collective approach: research action intentionally focused on Pacific education outcomes and the utilisation of Pacific peoples’ approaches to knowledge creation. The idea of Pacific research approaches is the single most important aspect in moving beyond the identification of, and procrastination about, the state of education research, to a place of action — getting things done in ways that benefit all stakeholders and which uphold the moral, ethical, spiritual dimensions of relationships for all those involved in the research. Each article in this edition has made a unique contribution to the understanding and use of Pacific knowledge systems alongside contemporary western knowledge systems. This has been a particular area of interest for Pacific New Zealander researchers.
In some cases the authors have taken education research beyond generic approaches (‘Pacific research methodology’) to culture-specific methods. Several articles have explored distinct research methodology and methods informed by Pacific cultures, languages and identities. This development acknowledges that Pacific education research is both collective by nature and responsive to distinct communities. The advancement of Pacific research approaches is about having authority, confidence and understanding to manage and govern research projects from a Pacific perspective. In total, this edition’s authors have described new realms of ‘Pacific research’, addressing areas of confusion and concern that do exist within Pacific research, and signaling possibilities for new approaches.
The interplay between education research as an individual endeavour or community-
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focused is profiled through the articles in this special edition. There are areas where Pacific researchers hold knowledge creation assets on behalf of their community, a fundamentally different perspective to the individualistic research paradigm that sees the work of the researcher as privately held. The latter conceptualisation has knowledge creation being owned by individuals operating on their own behalf, while the former has knowledge creation owned by groups of Pacific peoples, on behalf of its members. A third conceptualisation running through this edition is that of all researchers, regardless of ethnicity, bring expertise to the task of research for better education outcomes within the Pacific.
The advancement of individual Pacific education researchers is something to be celebrated and supported. The ‘individual’ in this sense should not be confused with ideas of collective/individualistic ownership mentioned above. Rather, these researchers are important because, in developing their research skills, it will be them who cultivate new knowledge and promote Pacific cultures in education research, ensuring that education research will reflect Pacific heritage and content.
Each of the authors in this special edition is engaged in research leadership. Leadership is about saying, “This is where we are going and what we want to be, and this is the range of things we need to do to make this happen.” It is clear that conventional approaches and thinking have not always been up to the task of dealing with education issues within the Pacific Circle region. Ultimately that is the purpose of Pacific education research – to get us to where we want to go to in the Pacific region.
Finally, the third theme from this special edition is one of service. In particular, this is about the good that comes from sustained generosity of spirit and scholarship committed to high standards. Bringing to mind our leaders and mentors in Pacific education research, I would like to acknowledge this special edition’s co-editor Associate Professor Eve Coxon. Dr Coxon spearheaded and drove the production of this special edition, just as she has provided service for numerous other important education initiatives. In New Zealand and across the Pacific we draw on Dr Coxon’s scholarship in Pacific education research methods, factors affecting student outcomes, and the development of effective teaching, curriculum and policy. Not only does she set necessarily high standards for research in the Pacific, but she enables new and developing authors to reach these heights, often in innovative ways. Scholarship in this sense is knowledge generation in the context of dynamic, collective and collaborative relationships across research communities, locations and needs. We respectfully acknowledge Dr Coxon’s service and leadership through such scholarship.
This special edition brings together education researchers with a shared agenda to help improve education outcomes for, and with, learners in the Pacific region. As co- editors we express our respect for and thanks to each of the contributors to this special edition. The insights of your research are fundamental to the insights of ourselves; because we have been able to benefit from your research, we have come to know ourselves better. The challenge now is how we might use this research to advance education and social outcomes across the Pacific, and the further development of Pacific ways of creating knowledge through education research.