Túúttúnnapen Chuuk: Retelling Chuukese Stories in the Digital Age
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TÚÚTTÚNNAPEN CHUUK: RETELLING CHUUKESE STORIES IN THE DIGITAL AGE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION AUGUST 2014 By LJ Rayphand Dissertation Committee: Ellen Hoffman, Chairperson Curtis Ho Catherine Fulford James Skouge Terence Wesley-Smith Keywords: Chuuk, Micronesia, Storytelling, Culture, History, Tradition, Indigenous Knowledge, Language, Web Technology, and Design Based Research. ACKNOWLEDGEMENTS Uwe púún Head bows down Sékúrú púún Back lowers Mwanú púún Knees bent It has been a rough voyage arriving here. Currents, stormy seas, rainy days, and dark nights have been my companions along this journey. I would have never made it this far without a few guiding stars and efóch sópwun áppiipi (a drifting log). "Nimwókus Kot mi pwopwun tipachem meinisin", iei ei porous mei fiis pwe ai fúún emwen non fansoun tipemwaramwar, fansoun ai tongeni, ai nukuw, ai sine, me ai niipwakéch rese chiwen tuufich ren pwisin ai. Ai mwareituk pwal ai kinisow ngonuk en ai Kot. Itomw epwe sopwosopwono nee niing me tekia seni meinisin. I would like to thank my wife, Novia Cholymay Rayphand, for not only being there for me through this sleepless journey but for taking on both of our parental responsibilities in the care of our children. Our expected duties to our extended families would never have been fulfilled without you, my Novia. Fitti epinonen netipei, unusen ekkieki, me nuukunapen ai pochokun, uwa mochen apasa ngonuk ai ennetin kinisow fiti unuséchún ai tong. To my precious, Aichen and Aichem, ai kinisow fiti ai tong. J-Bert, Danny, and Bryan ai tong mei nonomw remi fansoun meinisin. I really believe in the saying that "it takes a village to educate a child". Looking back, I know that many individuals played various roles in shaping where I am today. To my achengicheng Papa Rombert Rayphand and Mama Kinako Namewell Rayphand, ai kinisow ren ami tumwun me tong ngeni ei. Use uuk ngeni mwo ekkis ai upwe meeni sefani ami pekus, pochokun, me nuus fanitei. Semei kewe me inei achengicheng— ii Akenus Akenus me Adelina Rayphand and Leon Kaminanga me Roslin Erwin Kaminanga—thank you for all your love trusting that I can make something good out of the 'ménúngawen aramas' I used to be. My achengicheng brothers fiti ami kewe family me nouch kewe meinisin: Leo (Lepo) and Menvina Kaminanga; Stoney and Sharlyn Erwin Kaminanga, Ace and Mylina Kanoso, Teke Kaminanga, Leonard Kaminanga, Lee Kaminanga, and Leroy Kaminanga and my dearest sisters fiti pwal ami kewe family Denia me Innocent Fred and the kids, Kimberly Kaminanga, and Lelyn Kaminanga Maldonado fiti omw family—ami unusen ai pechekun me epinnukunuk. To my in-laws, Eliot and Margarita Cholymay and grandma Nancy Bernard, kinisow chapur ren ami tong and for accepting me into your family. Ai pwal kinisow ngeni pwii kewe me fefinei tori ami kewe family auchea—Francis and Desire Cholymay, Osi and Sereny Welle, and Brokey and Elyn Kukkun. High school years would have been rough if not impossible without the sponorship and open arms of the Aizawa family. Ai kinisow non ami tong, tumwun, me kisasew ngang mei kuukununo non—Papa Yasuo Aizawa, Mama Maria Aizawa fiti pwii kewe me fefinei: YM, Myam, Myleen, JM, Charmy, and Myme. To Aunty Teresa Rayphand, thank you for making my transition to Hawai’i “super extra smooth”. Ai kinisow ngeni ai kewe popun aramas me won Udot, Uman, Lekinioch me pwal ian ekkewe—ouse pwisin sinei ami ion. To my mom's brothers—Papa Sisino me Asinta Rayphand, Papa Kasper me Rine Rayphand, and Papa David me Filorida Rayphand including all your children and grands—ai kinisow pwe punnun ami chen, tong, me tumwun uwa fiisefisen aramas. iii Ai tirow pwal ai kinisow (my honorific respect and warmhearted thank yous) to my committee members, Dr. Ellen Hoffman—my committee chair, Dr. Curtis Ho, Dr. Catherine Fulford, Dr. James Skouge, and Dr. Terence Wesley-Smith. Thank you for all your guidance, advice, mentorship, trust, but most especially your patience which I probably maxed out over the course of this dissertation. My many kinisow to the various Chuukese who helped shape this project into something beyond what I have anticipated—Soupetak Barnes Koichy, Kanis Koichy, Marvin Bernard, Benry Bernard, Annie Bernard, Sernio Rayphand, Rinda Bisalen, Kaster Rayphand, Angie Ifenuk, Leo Kaminanga, Menvina Rayphand, Margaret Sam, Sochunta Wasan, Flavin Karsom, Mitako Eram Karsom, Adelina Rayphand, David Louis, Sydlina Nakayama, Teresa Rayphand, Akenus Akenus, Adelina Rayphand, Deacon Juilo Akapito, Iosumi Toreph, Deacon Eliot Cholymay, Dr. Margarita Cholymay, Selina Bernard John, Maketo Siren, Father Edmond Ludwig, Isaben Aiten, Fensiana Mwarechenong, Berty Irons, Vitalino Raatior, Rems William, Rex Kaminanga, and Joakim Peter. This study would never set another step forward without the wisdom and guidance of the following people: Deacon Julio Akapito, Mr. Maketo Siren, Mr. Akenus Akenus, Mr. Joakim Peter, and Dr. Margarita Cholymay. Thank you for providing layers of your knowledge and understanding into the meanings beyond our túúttúnnap. Our conversations echoed in my mind as I pieced together this project with the hope that it reflects the wisdoms that you have shared with me. Ai tirow fiti unusen ai kinisow. I would like to thank Mr. Joakim Peter and Dr. Margarita Cholymay for assisting me with the translations. iv There is no doubt that securing a college degree is expensive. I would never obtain anything without the generous support of the following agencies: Federated States of Micronesia (FSM) National Scholarship, Chuuk State Scholarship, East-West Center Graduate Fellowship, University of Hawai’i at Manoa Foundation Scholarships, University of Hawai’i at Manoa Graduate Student Assistanship, ALULA Project, and the FSM Development Bank Scholarship—thank you for believing in the impossibles. They always say that an environment impacts a person and changes him or her into somebody that he or she might have never imagined. My warmth hearted thank yous to the many organizations, associations, and institutions who have touched my heart and gave me a passion to explore beyond my reach—University of Hawai’i at Manoa Center on Disabilities Studies, Educational Technology (ETEC) Ohana, Center on Pacific Islands Studies, Chuukese Catholic Council of Hawai’i (CCCH), Nomwisofo Parish Hawai’i, East-West Center Ohana, Micronesian Connection at UH Manoa, UH-Pan Pacific Club, College of Micronesia-FSM, Saramen Chuuk Academy, and Udot Elementary School. I know that listing all the names of friends, colleagues, and families that I need to thank would mean writing a book thicker than this dissertation. Do understand that even if you don't see your name in here, please know that it is engraved somewhere in my heart and glued to my thoughts. I will forever cherish all that you have done for me. Ai kapong, ai tong, ai pwos, fiti ai kinisow. v ABSTRACT The purpose of this qualitative design research is to investigate whether a design- based website is viable in documenting, preserving and sharing Chuukese stories and to examine what web technologies would influence a participatory approach among Chuukese to continue telling, sustaining, and protecting their stories. Túúttúnnap (storytelling) is paramount to the culture, history, and lives of the Chuukese people. Túúttúnnap is fundamental to the way Chuukese people learn, share knowledge, and communicate. Today, many of these stories are at risk of being lost due to rapid changes in social living conditions. Losing them would mean losing an essential part of what it means to be ‘Wesetan Aramasen Chuuk’ (Indigenous people of Chuuk). Identifying a mechanism that does more than just documenting and preserving these stories is critically needed. Web technology is potentially a better solution due to its ability to provide more access to people, interactions between users, and multifaceted formats benefiting different levels of users. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................. ii ABSTRACT ...................................................................................................................... vi TABLE OF CONTENTS ............................................................................................... vii LIST OF TABLES ........................................................................................................... xi LIST OF FIGURES ........................................................................................................ xii CHAPTER 1. INTRODUCTION .................................................................................. 14 Statement of the Problem .............................................................................................. 16 Purpose .......................................................................................................................... 18 Research Questions ....................................................................................................... 18 Significance of the Study .............................................................................................. 19 Summary of Methodology ............................................................................................ 21 Description of research methodology ....................................................................... 21 Research Site ............................................................................................................