{"title":"Policy Analysis and Crafting to Empower Authentic Indigenous Learning Experiences in the Pacific Higher Education Landscape","authors":"Troy McVey","doi":"10.4018/978-1-7998-7736-3.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch008","url":null,"abstract":"This chapter examines the context of higher education in the Pacific. A brief explanation of the role of colonialism in the formation of institutions of higher education in the region is followed by discussions of policies and practices that empower local dissemination and production of knowledge by and amongst faculty, students, and the communities which they serve. The author concludes that a balance between advancing knowledge in a way that is respectful to academic traditions and cultural traditions in the Pacific can be achieved by harnessing the best values and qualities in common between those traditions.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121177186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Misconceptions and Mistranslations","authors":"Elizabeth Midil Rutun","doi":"10.4018/978-1-7998-7736-3.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch006","url":null,"abstract":"For years the Yapese language has been perceived to be on its way out. In this chapter, this perceived looming death of language is examined as a necessary tangent to traditional Yapese practices, specifically traditional Yapese dances. It examines how the preservation of the traditional practice of dancing is important to the survival of the language and how meaning is created. In this chapter, meaning is specifically gleaned from the body and the spaces from which the traditional Yapese dances emerge. Furthermore, this chapter illustrates how instances of failure to appropriately use meaning in association with dance has resulted in lost meaning.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134522854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Island-Centered Pedagogy","authors":"Lazaro Taitano Quinata, K. Johnson","doi":"10.4018/978-1-7998-7736-3.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch003","url":null,"abstract":"In this chapter, the authors explore and reflect on the pedagogy of higher learning within the cultural context of Micronesian society. Islanders are raised with strong cultural values that often come into conflict as they enter the environment of higher education. They find themselves trying to balance the cultural values, responsibilities, and practices while meeting the demands of university norms and values that are often very counter-cultural in nature. The authors discuss four essential elements educators of Micronesian university students must consider as they endeavor to provide a culturally relevant curriculum centered on what is called island pedagogy. These four elements focus on the concepts of collectivism, cultural understanding, regional advocacy, and empathy. It is through a commitment to building the foundation for a truly islander-centered environment in higher education that teachers empower students of these small islands with every possible chance to succeed in their field of study.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129740294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Achieving Balance Through Fundamentals of Digital Librarianship","authors":"R. Shook","doi":"10.4018/978-1-7998-7736-3.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch011","url":null,"abstract":"In efforts to strengthen its digitization program, the University Libraries of University of Guam have assembled members from its Robert F. Kennedy Memorial Library and Micronesian Area Research Center to identify standards and frameworks to facilitate sustainable, long-term access and preservation of its indigenous and historic collections. Following the 2019 Pacific Islands Association of Libraries Annual Conference hosted at the University of Guam RFK Library and the unveiling of the Para Hulo' Strategic Plan, a greater institutional emphasis has been placed on the need for digitally accessible archives and remote access. University Libraries investigates the need to balance utilitarian functions of traditional librarianship with the democratic ideals inherent in the profession, as expressed through revisiting a range of literature to articulate the connections between digital librarianship, traditional librarianship, and analog to digital conversion.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130126789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Baker, Kahoaliʻi Keahi, J. Cogbill, Chrystie Naeole, Gail L. Grabowsky, RaeDeen M. Keahiolalo, A. Stokes, Helen Turner
{"title":"Dimensions of Culturally-Intensive STEM Education","authors":"J. Baker, Kahoaliʻi Keahi, J. Cogbill, Chrystie Naeole, Gail L. Grabowsky, RaeDeen M. Keahiolalo, A. Stokes, Helen Turner","doi":"10.4018/978-1-7998-7736-3.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch009","url":null,"abstract":"Disenfranchisement of indigenous Pacific voices from STEM limits self-determination and the development of Pacific-led solutions to regional challenges. To counteract this trend, Chaminade University's Inclusive Excellence program delivers culturally-sustaining STEM education focused on sense of belonging and family/community engagement. It seeks to authentically enculturate curriculum, pedagogy, and practice to privilege and separate Western and indigenous epistemologies and to provide deeply immersive non-academic support. This chapter discusses the imperatives for sustained, system-wide commitment to culture-based STEM education, theoretical and cultural frameworks guiding this paradigm, examples of IE program processes and practices, and a review of outcomes. Finally, next level challenges are considered: student experiences in structurally racist systems beyond the Pacific support bubble, tensions between providing opportunity and perpetuation of regional talent drains, and the implications of asking young scientists to balance cultural and professional identities.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128714123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Why Some Young CHamorus Actively Learn the CHamoru Language While Others Do Not","authors":"Edward Leon Guerrero","doi":"10.4018/978-1-7998-7736-3.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7736-3.ch005","url":null,"abstract":"For the generation of CHamorus who grew up without CHamoru language fluency, what the language means for their CHamoru identity is not entirely clear as there has not been a comprehensive study of their ethnolinguistic identity. This chapter explores how young CHamorus articulate their CHamoru identity in relation to the CHamoru language based on interviews with fourteen young CHamorus. The study provides a theoretical model, the CHamoru Identity Language Articulation Model (CHILAM), which identifies decision pathways and processes to explain why some young CHamorus actively learn the language while others do not. The model maps out the various motivating and inhibiting factors that influence participants' learning of the CHamoru language, which provides relevant information for CHamoru language advocates, policymakers, and teachers.","PeriodicalId":135891,"journal":{"name":"Learning and Reconciliation Through Indigenous Education in Oceania","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130755901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}