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Critical Pacific Islands and Oceania Studies Pedagogy

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Critical Pacific Islands and Oceania Studies Pedagogy CONCRETE OCEAN: CRITICAL PACIFIC ISLANDS AND OCEANIA STUDIES PEDAGOGY A Thesis submitted to the faculty of ^ v \l San Francisco State University In partial fulfillment of ETHST the requirements for the Degree Master of Arts In Ethnic Studies by Levalasi Ane Loi-On San Francisco, California August 2018 Copyright by Levalasi Ane Loi-On 2018 CERTIFICATION OF APPROVAL I certify that I have read Concrete Ocean: Critical Pacific Islands and Oceania Studies Pedagogy by Levalasi Ane Loi-On, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Arts in Ethnic Studies at San Francisco State University. Professor American Indian Studies CONCRETE OCEAN: CRITICAL PACIFIC ISLANDS AND OCEANIA STUDIES PEDAGOGY Levalasi Ane Loi-On San Francisco, California 2018 This exploratory thesis seeks to describe the recent growth of Pacific Studies in San Francisco through the works and narratives of students and instructors. It looks at the content and pedagogy of Critical Pacific Islands & Oceania Studies and focuses on how conversations of imperialism, decolonization, and diaspora within the classroom affect students’ identities and academic and social development. This paper uses the Talanoa Research Method (TRM) to evaluate the impact of such courses at City College of San Francisco and San Francisco State University. It argues that these programs should be supported within their respective institutions because of their contributions to Ethnic Studies, Interdisciplinary Studies, Education, and Pacific Studies and support for students. I certify that the Abstract is a correct representation of the content of this thesis. 7 . 7 . IS Date ACKNOWLEDGEMENTS Talofa / Hello. It is with utmost respect that I want to honor: Tupuga / Ancestors, of this land and the home(is)lands - for your courage and forever knowledge. Family / A iga- for your patience and support. Dad - for your love and Mom - your strength. Joe, Salaina, and Taylor - for keeping me grounded. Drew / Love - for being everything you are. Epeli, Teresia, and Vika - for charting the ways as scholars of Oceania. My committee - Ate Allyson & Andrew, for your guidance and work. Arlene, Kerri, Grace, Sarah, Simeon, Jason, and Ursula - for helping and listening. Ma ave - 1 never would have wished to live in a world without you, so thank you for teaching me how to smile through all things. To my communities and the students that constantly fight to be seen - this is for us, this is for you. Fa’afetai tele lava / Thank you very much. TABLE OF CONTENTS List of Tables.................................................................................................................................vi List of Figures............................................................................................................................. vii List of Appendices..................................................................................................................... viii Chapter 1: Introduction................................................................................................................. 1 Key Term s.........................................................................................................................5 Chapter 2: Review of Relevant Literature ........................................................................15 Pacific Islanders and Constructions of Empire...........................................................15 Ethnic Studies Pedagogy...............................................................................................26 Pacific Studies Scholarship.......................................................................................... 33 Chapter 3: Methods......................................................................................................................42 Chapter 4: Islander Scholars in Pacific Studies......................................................................48 Looking at Syllabi.......................................................................................................... 49 Our Talanoa.....................................................................................................................57 Chapter 5: Ourstories: Still the Same Ocean............................................................................67 In-Class Surveys.............................................................................................................67 Student T alanoas.............................................................................................................72 Chapter 6: Critical Pacific Islands & Oceania Studies (Pedagogy).....................................90 Critical Pacific Islands and Oceania Studies.............................................................. 91 Pacific Praxis.................................................................................................................. 97 Bibliography ...........................................................................................................100 Appendices................................................................................................................................. 106 LIST OF TABLES Table Page 1. Pacific Studies Professors’ Credentials......... ...............................................51 2. Readings that Appear in at Least Two of the Syllabi.....................................52 3. Most Frequently Used Words in Pacific Studies Syllabi.................................54 vi LIST OF FIGURES Figure Page 1. Western Knowledge System / “Islands in a far seas” (Palaita).................. 38 2. VASA: Ocean Knowledge System (Palaita)...................................................39 3. CCSF Student Ethnicity Breakdown................................................................68 4. SFSU Student Ethnicity Breakdown................................................................69 5. Schooling Knowledge System.......................................................................... 94 6. Critical Pacific Islands and Oceania Pedagogy...............................................96 vii LIST OF APPENDICES Appendix Page 1. Talanoa Interview Consent Form....................................................................106 2. In-Class Survey..................................................................................................109 3. IDST 45 Syllabus (CCSF)................................................................................. 112 4. IDST 46 Syllabus (CCSF).................................................................................119 5. RRS 103 Syllabus (SFSU).................................................................................127 6. RRS 303 Syllabus (SFSU)...................................................... 132 7. RRS 433 Syllabus (SFSU).................................................................................141 viii 1 CHAPTER ONE Introduction We sweat and cry salt water, so we know that the ocean is really in our blood. Teresia Teaiwa, I-Kiribati & African American1 As a second-generation mixed-Samoan woman, I have encountered and witnessed the struggles of being Pacific Islander in the continental United States within many different institutions, but specifically within education. My mom, as a single parent of five children, moved us between the cities of Carson, Fresno, San Francisco, Anchorage, and Phoenix, which led me to attend fourteen different public schools by the time I was eighteen. In elementary school, I was so ashamed of my name because no one could pronounce Levalasi, even when it was shortened to Lasi. My paternal grandmother named me after Levalasi, who lived in the 15th century and raised Salamasina, one of the most prominent women in Samoan history.2 My family called me Lasi for short but in school kids would call me Lassie like the famous dog, or constantly call me Lisa. Middle school was the first time I encountered teachers who confused Samoa with Somalia or Hawai'i, and my own family members would tease me because I did not match their expectations of what a Samoan girl was supposed to look and act like. I was also 1 Throughout this thesis, the heritage of Pacific Islander scholars are noted to honor their ancestry, families, backgrounds, and s/pacific experiences. (Thank you Teresia!) 2 Salamasina held all four of the highest titles called the papa and when all four papa were held by one person they were known as the Tafa’ifa. See Malama Meleisea. Lagaga: A Short History o f Western Samoa (Suva, Fiji: University of the South Pacific, 1987), 32. 2 constantly told that my A’s in school were because 1 was part Chinese and to stay away from other Pacific Islander students because they were a “bad influence.” During my last year of high school, I was fortunate to take an Ethnic Studies class offered through Pin@y Educational Partnerships (PEP), a program founded in 2001 where San Francisco State University (SFSU) students teach Filipino/a American Studies in San Francisco public schools from Kindergarten to 12th grade. In PEP, I learned the importance and definitions of narrative identity, imperialism, land, gentrification and systems of power. This experience pushed me to attend SFSU as a new college student. However, at the time SFSU offered no courses that focused on Native Hawaiian and Pacific Islanders (NHPI’s). As a History major and Race and Resistance Studies minor, I tailored all of my assignments to address
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