Space in Contemporary Pasifika Creative Writing
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How Sia Figiel Debunks Orientalism in Where We Once Belonged
IJAPS, Vol. 14, No. 2, 105–120, 2018 THE SAMOAN SIDE: HOW SIA FIGIEL DEBUNKS ORIENTALISM IN WHERE WE ONCE BELONGED Sadiya Abubakar* Department of English Literature, School of Humanities, Universiti Sains Malaysia, 11800, USM Pulau Pinang, Malaysia e-mail: [email protected] Published online: 15 July 2018 To cite this article: Abubakar, S. 2018. The Samoan side: How Sia Figiel debunks orientalism in Where We Once Belonged. International Journal of Asia Pacific Studies 14 (2): 105–120, https://doi.org/10.21315/ijaps2018.14.2.5 To link to this article: https://doi.org/10.21315/ijaps2018.14.2.5 ABSTRACT The result of the first (and the subsequent) contact between the West and the East is an Oriental documentation, colonial establishment and notional subject-making of the East by the supposedly civilised and advanced West. Like all Orients, the Pacific has been much represented and made subjects of theoretical discourses, characterised as bare-breasted and sexually available women, murderous and lecherous men, idly tropical islands inhabited by primitive people with little or no culture. Samoa has, specifically, been a subject of anthropological discourse for many decades, following the Mead-Freeman controversy. Margaret Mead concludes that in Samoa, the transition from childhood, through adolescence, and into adulthood was one of relative ease and that sexuality is so free that women usually defer marriage to enjoy casual sex. Derek Freeman questions Mead’s findings, gives contrary views and unified the whole Samoan Islands as one and same. However, some Samoan (and non-Samoan) academics, writers and researchers debunk such Oriental representations. -
Joyce Pualani Warren
DOI 10.17953/aicrj.43.2.warren Reading Bodies, Writing Blackness: Anti-/Blackness and Nineteenth- Century Kanaka Maoli Literary Nationalism Joyce Pualani Warren June 5, 1850, journal entry written by fifteen-year-old Hawaiian Prince Alexander A Liholiho, the future King Kamehameha IV, details his experience of anti-Black discrimination on a train in Washington, DC. The conductor “told [him] to get out of the carriage rather unceremoniously,” because of his skin color, “saying that [he] was in the wrong carriage.”1 For Alexander Liholiho, a law school student as well as the future monarch, this diplomatic tour of the United States and Europe was an opportunity to interact with foreign heads of state. Although the conductor deferred to the prince after someone whispered into the official’s ear at a critical moment in the argument, Alexander Liholiho surmised in his entry, “he had taken me for somebodys servant [sic], just because I had a darker skin than he had. Confounded fool.”2 During a soiree at the White House only days earlier President Zachary Taylor and Vice President Millard Fillmore had treated him as an equal; now a train conductor cruelly abused him as a “servant” in need of correction. Perhaps ironically, the young prince had found the president’s “plain citizens dress” [sic] lacking in comparison to his own “belted & cocked” attire, yet none of the outward markers of his royalty registered with the conductor.3 Instead, the conductor misreads Alexander Liholiho’s body based on his racist assumption that a Black body, or a body approximating one, could occupy no other narrative than the one inscribed Joyce Pualani Warren is an assistant professor in the Department of English at the University of Hawai‘i at Mānoa. -
Pacific News from Mānoa NEWSLETTER of the CENTER for PACIFIC ISLANDS STUDIES, UNIVERSITY of HAWAI‘I
Pacific News from Mānoa NEWSLETTER OF THE CENTER FOR PACIFIC ISLANDS STUDIES, UNIVERSITY OF HAWAI‘I No. 3 September–December 2013 INSIDE Historiography of Changes and Continuities in Power Relations in Le Nuʻu o Teine of Sāoluafata.” Her current WOVEN WORDS: REFLECTIONS ON MY TIME AT UH MĀNOA 2 research projects focus on women and power in the Pacific, PACIFIC ISLANDS MONOGRAPH SERIES ................................... 2 longevity of texting orthography in Samoan, sex and CAPTURING WAVES OF CHANGE ............................................... 4 5TH ANNUAL SĀMOA ALA MAI CONFERENCE ......................... 5 violence in the writings of modern Samoan authors, lāuga PACIFIC ISLANDS WOMEN IN LEADERSHIP PROGRAM ......... 5 (oratory) as an academic framework, and a historiography of STUDENT INTERVIEW: NIKITA SALAS ........................................ 6 sisters and wives in nation building since the New Zealand STUDENT AND ALUMNI ACTIVITIES .......................................... 7 era. FACULTY AND STAFF ACTIVITIES .............................................. 9 OUTREACH EVENTS .................................................................... 11 Fata is involved with community outreach to social PACIFIC COLLECTION NEWS .................................................... 14 service providers and high school students in Hawaiʻi. She is PUBLICATIONS AND MOVING IMAGES ................................... 14 also the driving force behind PACITA: Pacific Islanders in CONFERENCES AND MEETINGS .............................................. -
Individuality, Collectivity, and Samoan Artistic Responses to Cultural Change
The I and the We: Individuality, Collectivity, and Samoan Artistic Responses to Cultural Change April K Henderson That the Samoan sense of self is relational, based on socio-spatial rela- tionships within larger collectives, is something of a truism—a statement of such obvious apparent truth that it is taken as a given. Tui Atua Tupua Tamasese Taisi Efi, a former prime minister and current head of state of independent Sāmoa as well as an influential intellectual and essayist, has explained this Samoan relational identity: “I am not an individual; I am an integral part of the cosmos. I share divinity with my ancestors, the land, the seas and the skies. I am not an individual, because I share a ‘tofi’ (an inheritance) with my family, my village and my nation. I belong to my family and my family belongs to me. I belong to my village and my village belongs to me. I belong to my nation and my nation belongs to me. This is the essence of my sense of belonging” (Tui Atua 2003, 51). Elaborations of this relational self are consistent across the different political and geographical entities that Samoans currently inhabit. Par- ticipants in an Aotearoa/New Zealand–based project gathering Samoan perspectives on mental health similarly described “the Samoan self . as having meaning only in relationship with other people, not as an individ- ual. This self could not be separated from the ‘va’ or relational space that occurs between an individual and parents, siblings, grandparents, aunts, uncles and other extended family and community members” (Tamasese and others 2005, 303). -
Maori & Pasifika Infants and Toddlers
Tangata Pasifika: Sustaining cultural knowledge and language competency for Pacific peoples. Presentation at the Victoria University Autumn Research Seminar, May 2018. Ali Glasgow Faculty of Education Language, culture, identity • A leai se gagana, ona leai lea o sa ta aganu’u, a leai la ta aganu’u ona po lea o le nu’u (Samoan proverb) • If there is no language, then there is no culture, • If there is no culture, then all of the village will be in darkness Presentation outline • My background • Pacific context • Aoteroa New Zealand context – culture, language • Research findings – Vuw Summer Scholarship (2015), TLRI ( Teaching and Learning Research Initiative, 2017). Ali – Kuki Airani – Tongareva Atoll Pacific perspectives • Pacific region located historically, contextually and geographically within Oceania, more particularly in the region of the Southern Pacific referred to as the Polynesian triangle (Ritchie & Ritchie, 1970) • ‘Our sea of islands ( Hau’ofa, 1993) Reclaiming & Reconceptualising Pacific Education • Pacific Education (currently) prioritises the voice and worldview of the outside which amputates our capacity for human agency. Within the Pacific the bulk of what we teach and learn in our schools and at our universities and colleges in the Pacific is what has been conceptualised and developed in and for the Western world (Koya-Vakauta,2016). • The indigenous peoples of the Pacific need to create their own pedagogy... rooted in Pacific values, assumptions, processes and practices ( Glasgow, 2010; Mara, Foliaki & Coxon, 1994; Tangatapoto,1984 & Taufe’ulungake, 2001). Aspiration Statement ( MOE, 2017, p.5) • Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. -
Laulōtaha; Tongan Perspectives of 'Quality' in Early Childhood Education Dorothy Lorraine Pau'uvale a Thesis Submitted To
Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ........................................................................................... -
Celebration of the Niuean Language and Culture Ko E Tau Fakafiafiaaga
Celebration of the #pacificstars Niuean Language and Culture Ko e tau Fakafiafiaaga he Vagahau Niue mo e tau Aga Fakamotu Facts on Niue | Folafolaaga hagaaoia Population | Puke tagata ke he motu ko Niue In 2013 Niue peoples were the fourth largest Pacific • Niue is one of the world's largest coral islands. ethnic group in New Zealand making up 8.1% or 23,883 • Niue (pronounced “New-e (‘e’ as in ‘end’ – which means of New Zealand’s Pacific peoples’ population. 'behold the coconut') may be the world’s smallest The most common region this group lived in was the independent nation. Auckland Region (77.7 percent or 18,555 people), followed • The island is commonly referred to as "The Rock", by the Wellington Region (6.6 percent or 1,575 people), a reference to Niue being one of the biggest raised and the Waikato Region (4.3 percent or 1,038 people). coral islands in the world. The median age was 20.4 years. • The capital of Niuē is the village of Alofi. • Niueans are citizens of New Zealand. 78.9 percent (18,465 people) were born in New Zealand. • Niue is an elevated coral atoll with fringing coral reefs encircling steep limestone cliffs. It has a landmass of 259km and its highest point is about 60 metres In 2013 Niue peoples made up above sea level. • Niue lies 2400 km northeast of New Zealand 23,883 between Tonga, Samoa and the Cook Islands. of New Zealand's Pacific peoples' population History | Tau Tala Tu Fakaholo Polynesians from Samoa settled Niue around 900 AD. -
Gender & Interaction in a Globalizing World: Negotiating the Gendered
Chapter 13 Gender and interaction in a globalizing world: Negotiating the gendered self in Tonga* Niko Besnier 1. Gender and language in microscopic and macroscopic perspectives One of the more important developments in our understanding of the rela- tionship between language and gender in the last couple of decades is the recognition that the gendering of language is semiotically complex. Indeed, linguistic forms and practices do not define “women’s language” and “men’s language”, as earlier researchers argued (e.g., Lakoff 1975), but articulate with a host of social categories and processes that surround gen- der and help construct it. The clearest articulation of this position is Ochs’ (1992) demonstration that gendered linguistic practices are both indexical and indirect. Indexicality captures the insight that features of language (phonological, syntactic, discursive, etc.) “point to”, or suggest, gendered identities, and do not refer to gender in an unequivocal fashion, as linguistic symbols would. In this respect, the relationship between language and gen- der is no different from the relationship between language and any other aspect of socio-cultural identity, as we have known since the early days of sociolinguistics (Labov 1966a). However, the indexical linking of language and gender presents another layer of complexity: linguistic resources are semiotically connected to gender through the mediation of other aspects of the socio-cultural world. For example, features of language and interaction invoke social roles (e.g., mother, CEO, construction work), demeanors (e.g., politeness, authority, or the lack thereof), and activities (e.g., forms of work and play), all of which are in turn indexically associated with gender (see Figure 1). -
Samoan Research Methodology
VolumePacific-Asian 23 | Number Education 21 | 2011 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 23, Number 2, 2011 SPECIAL ISSUE Inside (and around) the Pacific Circle: Educational Places, Spaces and Relationships SPECIAL ISSUE EDITORS Eve Coxon The University of Auckland, New Zealand Airini The University of Auckland, New Zealand SPECIAL ISSUE EDITORIAL COMMITTEE Elizabeth Rata The University of Auckland, New Zealand Diane Mara The University of Auckland, New Zealand Carol Mutch The University of Auckland, New Zealand EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean, Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 23, Number 2, 2011 CONTENTS Editorial Eve Coxon 5 Articles Tala Mai Fafo: (Re)Learning from the voices of Pacific women 11 Tanya Wendt Samu Professional development in the Cook Islands: Confronting and challenging 23 Cook Islands early childhood teachers’ understandings of play. -
Women in the Islands an Annotated Bibliography Of
) WOMEN IN THE ISLANDS AN ANNOTATED BIBLIOGRAPHY OF PACIFIC WOMEN'S ISSUES 1982-89 Anne catherine Wcx:xis Plan B Paper 8ubmitted to Dr. Karen Peacock, Dr. Terence Wesley-Smith, and Dr. Robert Kiste July 1990 TABLE OF CONTENTS User's Guide Introduction : Materials Included Subject Headings Annotations Abbreviations Symbols Associations & Organizations Regional Fiji Kiribati New Caledonia Papua New Guinea Solomon Islands Tonga Western Samoa Bibliographies & Directories Regional Papua New Guinea Biographies Regional American Samoa Fiji Guam New Caledonia 7 Papua New Guinea Solomon Islands Tonga Western Samoa corrnnunication & Networking Regional Fiji Guam Northern Mariana Islands Papua New Guinea Solomon Islands Western Samoa Economic Planning & Development Regional Cook Islands Fiji French Polynesia Guam Kiribati Marshall Islands Papua New Guinea Solomon Islands Tonga 'I\.rvalu Vanuatu Wallis and Futuna Western Samoa Education & Training Regional American Samoa Federated states of Micronesia ... Fiji Papua New Guinea Tonga Western Samoa Feminism & Feminist Scholarship Regional Fiji Guam Papua New Guinea Future Research Regional Fiji Papua New Guinea Solomon Islands Gender: Roles & status Regional Federated States of Micronesia Fiji French Polynesia Kiribati Papua New Guinea Solomon Islands Tonga Vanuatu Western Samoa Health & Nutrition Regional American Samoa Federated states of Micronesia Fiji ' Marshall Islands Niue Papua New Guinea Tonga Vanuatu Western Samoa History Regional Fiji French Polynesia New caledonia Papua New Guinea Tonga Vanuatu Law & Politics Regional 1-:c, . Cook Islands Fiji Guam New caledonia Papua New Guinea Tonga Vanuatu Western Samoa Literature & the Arts Regional French Polynesia Kiribati Papua New Guinea Solomon Islands Western Samoa Religion Regional Papua New Guinea Western Samoa Author Index Acknowledgements USER'S GUIDE INTRODUCTION This bibliography lists printed material concerning women in the Pacific Islands. -
1 Bilingual Education in Aotearoa/New Zealand Richard Hill
Bilingual education in Aotearoa/New Zealand Richard Hill University of Waikato, New Zealand 1.1 Abstract Bilingual education in the New Zealand context is now over 30 years old. The two main linguistic minority groups involved in this type of education; the Indigenous Māori, and Pasifika peoples, of Samoan, Tongan, Cook Islands, Niuean and Tokelauan backgrounds have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels. This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the Pasifika context, extending government and local support would not only safeguard the languages, but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand. 1 1.2 Introduction Aotearoa/New Zealand has two main bilingual education contexts, Māori and Pasifika.1 Both forms involve minority groups; the Māori language is the Indigenous language of Aotearoa/New Zealand, while the languages of the Pasifika people were brought to this country from the islands of Polynesia from the 1960s onwards. -
A Handbook for Transnational Samoan Matai (Chiefs)
A HANDBOOK FOR TRANSNATIONAL SAMOAN MATAI (CHIEFS) TUSIFAITAU O MATAI FAFO O SAMOA Editors LUPEMATASILA MISATAUVEVE MELANI ANAE SEUGALUPEMAALII INGRID PETERSON A HANDBOOK FOR TRANSNATIONAL SAMOAN MATAI (CHIEFS) TUSIFAITAU O MATAI FAFO O SAMOA Chapter Editors Seulupe Dr Falaniko Tominiko Muliagatele Vavao Fetui Malepeai Ieti Lima COVER PAGE Samoan matai protestors outside New Zealand Parliament. On 28 March 2003, this group of performers were amongst the estimated 3,000 Samoans, including hundreds of transnational matai, who protested against the Citizenship [Western Samoa] Act 1982 outside the New Zealand Parliament in Wellington. They presented a petition signed by around 100,000 people calling for its repeal (NZ Herald 28 March 2003. Photo by Mark Mitchell). Macmillan Brown Centre for Pacific Studies, University of Canterbury, Private Bag 4800, Christchurch, New Zealand Website: https://www.canterbury.ac.nz/mbc/ ISBN: 978-0-473-53063-1 Copyright © 2020 Macmillan Brown Center for Pacific Studies, University of Canterbury All rights reserved. This book is copyright. Except for the purpose of fair review, no part may be stored or transmitted in any form or by any means, electronic or mechanical, including recording or storage in any information retrieval system, without permission from the publisher. No royalties are paid on this book The opinions expressed and the conclusions drawn in this book are solely those of the writer. They do not necessarily represent the views of the Macmillan Brown Centre for Pacific Studies Editing & Graphic Designing Dr Rosemarie Martin-Neuninger Published by MacMillan Brown Centre for Pacific Studies, University of Canterbury DEDICATION A Tribute This book is dedicated to one of the symposium participants, Tuifa'asisina Eseta Motofoua Iosia, who passed away on 8 April 2020.