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Ways of Knowing, Ways of Life

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Ways of Knowing, Ways of Life Ways of Knowing, Ways of Life Environment, Education and Climate Change in a Rural Samoan Village Miriam Ladstein Thesis submitted in partial completion of Master’s Degree Department of Social Anthropology, University of Bergen, August 2015 1 Front page picture: Sister cutting papaya for herself and little brother behind their family fales. 2 Contents Acknowledgements .................................................................................................................... 5 1 .................................................................................................................................................. 9 Introduction ................................................................................................................................ 9 Background Literature ...................................................................................................... 11 Accessing and adapting to Falealupo ................................................................................ 14 Ou te nofo i Falealupo: I live in Falealupo ....................................................................... 16 A Brief History of Education in Samoa ............................................................................ 20 Synopsis of chapters ............................................................................................................. 27 2 ................................................................................................................................................ 29 History, Myth and Memory of the landscape ........................................................................... 29 Myth in the landscape ....................................................................................................... 30 Moving up to Uta: Ambiguities of the environment ......................................................... 33 The Samoan Way meets the foreign; ................................................................................ 38 Concluding remarks .............................................................................................................. 44 3 ................................................................................................................................................ 45 Everyday socialization and environment ................................................................................. 45 The Samoan ‘aiga ............................................................................................................. 46 Responsibility, respect and love in the family hierarchy .................................................. 49 How, what and why children learn what they do .............................................................. 52 The relevance of useful plants .......................................................................................... 55 Relativity: where in the village one lives informs learning .............................................. 59 Learning from the environment ........................................................................................ 62 Concluding remarks .............................................................................................................. 64 4 ................................................................................................................................................ 66 Science Education and Primary School Learning .................................................................... 66 A Typical Day at Falealupo Primary School .................................................................... 66 Factors in Effective Teaching and Learning; .................................................................... 71 3 Village seeps into the school ............................................................................................. 80 Concluding remarks .............................................................................................................. 83 5 ................................................................................................................................................ 84 Learning From Falealupo ......................................................................................................... 84 Reconsidering local and global environments .................................................................. 85 Perceiving climate change and environment .................................................................... 87 Preserving environmental perceptions in the face of change ............................................ 89 Mending the gap ............................................................................................................... 91 The double-hulled canoe ................................................................................................... 94 Bibliography ............................................................................................................................. 97 4 Acknowledgements With a great deal of gratitude and love, I thank my Samoan family in Falealupo. I thank my sturdy, kind host father and my beautiful, strong host mother for opening your home and lives to me, taking care of me with patience and showing me what family means to you. I thank my lovely, hardworking host sisters and your children for the laughs, the love and the lessons. Fa’afetai tele mo le talia lelei oa’u i le tou aiga. Thank you Kevin, for the engaging conversations and quality family time. Thank you to my host family’s church and every family and person in Falealupo who made this palagi feel welcome and loved, who walked with me, talked with me, laughed with me, and taught me what Samoan hospitality looks like. Thank you to the students, teachers and librarian at Falealupo Primary school, for welcoming my presence in your classrooms for four months with such patience and kindness. You all work very hard every day, yet received me as a welcome guest, student and friend and not the burden I was worried of being. Thank you, Edvard Hviding, for the enlightening conversations and for being a great teacher and encouraging academic advisor. Your work and your drive inspires me. Thank you for introducing me to the range of wonderful, inspiring and helpful people who have guided me through these past two years of work and learning. Thank you also to the Bergen Pacific Studies research group for the discussions and feedback, and for cultivating a positive academic and social environment. Thank you Jonatan for your support throughout this process and Regine for the much needed coffee breaks on the 6th floor. Many thanks to all those of you at the PACE-sd center at USP in Suva who helped me with paperwork, information and advice when I first arrived in Fiji. A special thank you to Beth Holland for your generosity, your wise words and inspiring spirit. Also a very special thank you to Viliamu Iese for helping me with bureaucratic necessities and for giving me guidance and company during my first week in Samoa. Thank you for your continued friendship, academic support and advice throughout this whole process. 5 Tapu Tuailemafua and Rate, my Apia mum and dad; Thank you for what seems a thousand little and big kindnesses. Thank you Tapu for your help with my project, for pointing me to Falealupo and finding me a home there, and thank you for giving me a second home in Apia. Thank you Rate for your warmth, for being both a friend and a mother and for making me feel welcome in your house whenever I was in Apia. Thank you very much to my Pisi Koa friends for the laughs and talks, precious downtime and invaluable advice and support. 6 1 Map of Samoa: Savai’i to the West 1 http://www.lonelyplanet.com/maps/pacific/samoa/ 7 2 Savai’i: Falealupo to the far West 2 http://www.suggestkeyword.com/c2F2YWlp/ 8 1 Introduction …I have humble reason to believe that in Samoa, it is the bond between families and friends that hold fast the chains of our living systems. Even the trees and seas beckon the love of families to help them survive these foreign things that we face in our hard times. Do you ever wonder at the beauty of a banyan tree? I believe God’s tears are stored high up there in the leaves… We know too well the meaning of suffering from environmental hazards. The ingredient that makes a Samoan person special, more special than any other in the world is her willingness to forgive the sea, the hard life, the difference she is owed, to move on, to live life elegantly and fully and to live it for the benefit of those she loves and with these I include the land, the forests and the creatures of the seas too.3 Lumepa Apelu, 2014 The present signs and future projections of climate change are matters of global concern. Rising sea levels, ocean acidification, accumulation of extreme weather phenomena and changes in temperatures are among the challenges that the global community has begun to prepare for in facing a future of environmental uncertainties. Though these changes are globally significant, there are those who hold higher stakes than others. The peoples of the Pacific Islands are among them (Lefale 2010). Spread across a vast range of ocean, the island nations of the Pacific are highly vulnerable to environmental change (UNESCO 2012). Especially so are the rural communities on these islands who rely on their natural surroundings for subsistence. However, the local inhabitants of such areas are far from passive victims of the environment; they are advanced in the
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