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Multi-Perspective, Culturally Responsive Students Within Experiential Education

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Multi-Perspective, Culturally Responsive Students Within Experiential Education Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa PhD Dissertation Submitted by: Sh!-Acacia-Dawn Cochise PhD Candidate Macmillan Brown Centre for Pacific Studies The University of Canterbury Christchurch, New Zealand 8 February 2013 Supervisors: Dr. David Welchman Gegeo Dr. John Schischka Dedication To my father…this is what I meant when I told you I wanted to be far enough away to be free of it… so far that I have managed to meet you again and again in these new places, even after your death. I love you. i Table of Contents Acknowledgements ................................................................................................................................ v Abstract .................................................................................................................................................... vii Glossary of Terms ............................................................................................................................... viii Chapter 1 .................................................................................................................................................... 1 1.1 Samoa: The things we see in each other ............................................................................ 2 1.1.1 Poem Development .......................................................................................................... 3 1.2 Introduction .................................................................................................................................. 4 1.3 Background Information on Samoa ..................................................................................... 7 1.4 Samoa as a Field Site and an Interpretation of the Term Afakasi ......................... 13 1.5 From NZ to USP ........................................................................................................................ 16 1.6 From USP to SIT ........................................................................................................................ 18 1.7 Experiential Education .......................................................................................................... 23 1.8 “Doing” Research ..................................................................................................................... 30 1.9 Chapter 1-2 Transition Notes.............................................................................................. 33 Chapter 2 ................................................................................................................................................. 34 2.1 Methodology and Positioning Research.......................................................................... 35 2.2 Literature Review .................................................................................................................... 39 2.3 Theoretical Framework, Philosophical Framework and Research Perspectives ................................................................................................................................................................ 39 2.4 Integration of perspectives .................................................................................................. 42 2.5 Data Collection .......................................................................................................................... 45 2.6 Methods of Data Collection .................................................................................................. 47 2.7 Data Analysis ............................................................................................................................. 53 2.8 A Synthesis of Multiple Genres of Writing and Understanding ............................. 56 2.9 Chapter 2-3 Transition Notes.............................................................................................. 60 Chapter 3 ................................................................................................................................................. 61 3.1 Re-Humanisation through Narrative and Trans-Cultural Experiences .............. 62 3.2 Oral Tradition and Storytelling as Education Paradigms ......................................... 64 3.3 Chapter 3-4 Transition Notes.............................................................................................. 70 Chapter 4 ................................................................................................................................................. 71 4.1 Setting the Scene ...................................................................................................................... 72 4.2 The Tree of Opportunity and the PRIDE Project ......................................................... 75 4.3 Rotaract Samoa ......................................................................................................................... 78 ii 4.4 Chapter 4-5 Transition Notes.............................................................................................. 86 Chapter 5 ................................................................................................................................................. 87 5.1 The Millennial Generation .................................................................................................... 87 5.2 Multi-Perspective, Culturally Responsive Students ................................................... 91 5.3 Chapter 5-6 Transition Notes............................................................................................ 100 Chapter 6 ............................................................................................................................................... 100 6.1 Boundaries and Experiential Education ....................................................................... 101 6.1.1 Story Development...................................................................................................... 106 6.2 Recognising Stereotypes ..................................................................................................... 108 6.3 Cultural Disparities, Similarities, Subcultures and Differences ........................... 112 6.4 Culturally Responsive Teaching Pedagogy .................................................................. 116 6.4.1 Little Old Lady ............................................................................................................... 117 6.5 Cultural Baggage .................................................................................................................... 121 6.6 Chapter 6-7 Transition Notes............................................................................................ 132 Chapter 7 ............................................................................................................................................... 133 7.1 Department of Stories, Side-tracks and Sandals ........................................................ 134 7.1.1 Story Analysis ................................................................................................................ 137 7.2 SIT in Samoa, A Closer Look .............................................................................................. 138 7.2.1 Story Development...................................................................................................... 141 7.2.2 An SIT Semester in a Banana Peel Nutshell ....................................................... 142 7.3 SIT Seminars, A Closer Look .............................................................................................. 148 7.3.1 Traditional Societies in Transition Seminar ...................................................... 153 7.3.2 Globalisation and Contemporary Issues in the Pacific Seminar ................ 154 7.4 Stimulating Student Learning and Growth .................................................................. 156 7.5 Summary of SIT and USP Student Convergences ...................................................... 160 7.6 Potential Benefits from SIT Student Interaction ....................................................... 161 7.7 Chapter 7-8 Transition Notes............................................................................................ 166 Chapter 8 ............................................................................................................................................... 167 8.1 My tribute to “The Green Banana” .................................................................................. 167 8.2 Chapter 8-9 Transition Notes............................................................................................ 174 Chapter 9 ............................................................................................................................................... 175 9.1 The Power of Creative Writing ......................................................................................... 175 9.2 Story Development ................................................................................................................ 179 9.2.1 Reconciliation ................................................................................................................ 181 iii 9.3 Taualuga, The Last Dance ................................................................................................... 191 9.4 Souls of an Island ..................................................................................................................
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