Siʻilata, RaeJacobs, Mary MAseta, MarthaHansell, KylaTilialo, Avikaila2026-05-182026-05-182025-11-14New Zealand Journal of Educational Studies, ISSN: 0028-8276 (Print); 2199-4714 (Online), Springer Science and Business Media LLC, 1-16. doi: 10.1007/s40841-025-00420-30028-82762199-4714http://hdl.handle.net/10292/21105The Pasifika Early Literacy Project, funded by the Ministry of Education from 2014 to 2024, provided teacher professional learning and development focused on supporting tamariki (children) and whānau (families) to revitalise Pacific heritage languages, while also acquiring English language and literacy. Teachers in early childhood education and primary schools were supported to connect duallanguage books with whānau heritage languages, experiences, and cultural identities. Power sharing with tamariki and whānau in English-medium education was encouraged to enhance engagement and learning outcomes. This article highlights how power sharing within professional learning and development and family fono (meetings) from 2021 to 2024 challenged monocultural ideologies of language and literacy.This is the Author's Accepted Manuscript of an article published in the New Zealand Journal of Educational Studies © 2025 The Author(s) under exclusive license to New Zealand Association for Research in Education. The published version is available at doi: 10.1007/s40841-025-00420-33901 Curriculum and Pedagogy3903 Education Systems39 EducationPediatric Research Initiative4 Quality Education13 EducationPacificPowersharingLiteracy/literaciesJournal ArticleOpenAccess10.1007/s40841-025-00420-3