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Local Learnings from Local Voices

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Local Learnings from Local Voices Local Learnings from Local Voices Exploring rural ni-Vanuatu perspectives of agricultural education and extension services in Santo, Vanuatu Andrew Bird SID: 300355646 Supervisor: Polly Stupples School of Geography, Environment, and Earth Sciences Victoria University of Wellington March 2017 120 point thesis submitted to Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies i | P a g e Abstract Over the past 100 years, Vanuatu has seen the growth of a commercial agricultural sector through the influence of colonial interests. However, around 80 percent of the population still rely on semi- subsistence agriculture for their daily well-being. Agricultural education and extension resources operate across Vanuatu but are centralised around the Santo, the largest of Vanuatu’s 83 islands. However, their use by rural villages is limited despite growing recognition within rural communities that agricultural practices need to evolve in order to address issues such as climate change and food security. This led me to ask the questions: what are the ways in which villagers engage with these agricultural development resources; what influences whether they use these resources or not; and what would help improve engagement between villagers and resources? To answer these questions, I undertook this research using an indigenous Pacific research methodology which aligns the data collection approach and process with traditional practices of knowledge sharing and relationship building such as storytelling and open group discussions. This included living in three different villages, building relationship, conversing in Bislama, and conducting semi-structured group discussions in the traditional ni-Vanuatu format of storian. This research found an apparent disconnect between the rural village context and agricultural education and extension services on Santo. All three villages had minimal engagement with these resources, more regularly receiving agricultural information through other villagers. From the villagers’ perspective, in-village engagement is the most desirable and effective form of engagement. Perceptions of the present situation were dominantly negative with high travel costs, inconsistency in staff availability, past negative experiences with resources, education courses being too long and costly for many villages to attend and contextually misaligned information all influencing poor resource use. Villagers also highlighted the growing impact that climate change is having on food production, with changes to seasonal patterns, increasing weather extremes, and crop failures leading to dietary changes and growing food insecurity. However, villagers, in general, do recognise the potential benefits of agricultural development resources and do want greater engagement. Both past engagement examples and international examples offer options for a way forward and there are positive signs on the horizon. The need for more effective and community focused engagement is only going to increase due to climate change, growing urbanisation, and increasing food insecurity and greater recognition of the local perspective will be essential in order to address the challenges to come. ii | P a g e Acknowledgements A thesis is not a journey that is undertaken alone. Many have contributed towards the undertaking and creation of this research, and it is important that these people are recognised. I must firstly thank my amazing fiancée Gemma. You have been my rock, my kick up the bum, and shoulder and I do not know how I would have coped without you. I would also like to thank my father who has supported me throughout this journey, giving advice and help whenever required. For the research itself, I give my sincerest gratitude to: Dally and the crew at TEKS for just being amazing, supportive, and helpful people and connecting me with rural villages around Santo. Mackenn Olomele and the amazing people in Fimele and surrounding communities, my Bene family and the great people around Lorum, and the villagers of Whitegrass and Nawalala for welcoming me so openly into your homes and communities. Also to Kevin Henderson for opening up his home to me in Luganville and giving me a place to stay while in between research villages. For support and assistance in writing my thesis, I give a big thanks to: My supervisor Polly Stupples who has been amazing. You support, quick and through chapter reviews, suggestions, and advice has been invaluable. Lastly, I thank my fellow classmates. Most of us met two years ago and have been travelling along this journey together. You are all amazing people and will remain good friends. Thank you for all the good times and memories. iii | P a g e Table of Contents Abstract ........................................................................................................................................ ii Acknowledgements ..................................................................................................................... iii Tables and Figures ....................................................................................................................... vi Acronyms ..................................................................................................................................... vii 1 Introduction ......................................................................................................................... 1 1.1 Framing the Global Context ......................................................................................... 2 1.2 Framing the Research Location. ................................................................................... 4 1.3 Framing the Research Approach .................................................................................. 6 1.4 Research Aim and Objective ........................................................................................ 6 1.5 Research Questions ...................................................................................................... 6 1.6 Thesis Outline ............................................................................................................... 7 2 Agricultural Development: Global and Local ....................................................................... 8 2.1 Introduction ................................................................................................................. 8 2.2 History of Agriculture in Vanuatu. ................................................................................ 9 2.2.1 Two Interests, one Country .................................................................................. 9 2.2.2 Agricultural Education ........................................................................................ 10 2.3 Agriculture, Sustainable Development, and Economic Growth ................................. 13 2.4 Information and Communication Technology (ICT) ................................................... 17 2.5 Employment, Migration and Scale ............................................................................. 18 2.6 Pacific Education ........................................................................................................ 23 2.7 Agricultural Extension Services .................................................................................. 25 2.8 Climate Change .......................................................................................................... 28 2.9 Food Security .............................................................................................................. 29 2.10 Conclusion .................................................................................................................. 32 3 Research Methodology ...................................................................................................... 35 3.1 Introduction ............................................................................................................... 35 3.2 Approaches to Research with Indigenous Peoples .................................................... 36 3.3 Epistemology and Paradigm. ...................................................................................... 37 3.4 Indigenous Research Methodology............................................................................ 38 3.5 Location ...................................................................................................................... 40 3.6 Time and seasons ....................................................................................................... 43 3.7 Methods ..................................................................................................................... 44 3.7.1 Storian ................................................................................................................ 44 3.7.2 Relationship building and participant observation ............................................ 46 iv | P a g e 3.7.3 Language ............................................................................................................. 48 3.8 Ethics .......................................................................................................................... 49 3.8.1 Institutional Ethics .............................................................................................. 49 3.8.2 Reflexivity and Positionality ..............................................................................
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