DOCSLIB.ORG

Re-Thinking Education in Palau

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Re-Thinking Education in Palau Cultivating Identities: Re-Thinking Education in Palau A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in Pacific Studies in the University of Canterbury by Kiblas Yalap Soaladaob University of Canterbury 2010 TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................................ i OMERENG EL SAUL ....................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................................... iv ABSTRACT ................................................................................................................................... vi NOTES ....................................................................................................................................... vii GLOSSARY OF PALAUAN TERMS .................................................................................................. ix Chapter 1: INTRODUCTION ........................................................................................................... 1 1.1 Background of the study: .............................................................................................................. 1 1.1.1 Colonial history ............................................................................................................... 2 1.2 Statement of the Problem: ..................................................................................................... 7 1.2.1 Formal educational history ............................................................................................. 8 1.3 Purpose and Significance of the Study:................................................................................. 10 1.3.1 Tensions between western education and indigenous knowledge .............................. 10 1.3.2 Devaluing indigenous Palauan knowledge ................................................................... 11 1.3.3 Identity .......................................................................................................................... 12 1.4 Theoretical Framework and Research Questions: ................................................................ 15 1.5 Organization of the Study: .................................................................................................... 17 Chapter 2: LITERATURE REVIEW ................................................................................................. 18 2.1 Indigenous Knowledge and Epistemology: ........................................................................... 19 2.1.1 What is indigenous knowledge and epistemology? ..................................................... 19 2.1.2 Palauan knowledge and epistemology ......................................................................... 20 2.1.2.1 Tekoi er a Belau ......................................................................................................... 20 2.1.2.2 Tekoi (er a Belau) and Rael ....................................................................................... 21 2.1.2.3 Bitang me a bitang .................................................................................................... 22 2.1.3 Continuation of Palauan Knowledge - siukang ............................................................. 24 2.1.3.1. Omengat ...................................................................................................................... 24 2.1.3.2 Kemeldiil .................................................................................................................... 25 2.1.3.3 Cheldecheduch .......................................................................................................... 26 2.1.3.4 Ocheraol .................................................................................................................... 27 2.1.3.5 Cheldebechel ............................................................................................................. 27 2.1.3.6 Cheldecheduch .......................................................................................................... 28 2.2 Tensions between western education and non-western paradigms of education: ............. 29 2.2.1 Formalizing education ................................................................................................... 30 2.2.2 ‘Marketization’ of education......................................................................................... 32 2.2.3 Reasoning ...................................................................................................................... 33 2.2.4. Science and the scientific method ...................................................................................... 34 2.2.5 Individualism ................................................................................................................. 35 2.2.6 Education for all ............................................................................................................ 36 2.2.7 Oral tradition and literacy ............................................................................................. 37 2.3 Identity: ................................................................................................................................. 38 2.3.1 Exploring identity .......................................................................................................... 39 2.3.2 Identity as practice ........................................................................................................ 40 2.3.3 Learning ......................................................................................................................... 41 2.3.4 Transformative education ............................................................................................. 43 2.3.5 Empowerment .............................................................................................................. 44 Chapter 3: RESEARCH METHODOLOGY ....................................................................................... 46 3.1 The Underlining Theories: ..................................................................................................... 46 3.1.1 Narrative ....................................................................................................................... 46 3.1.2 Indigenous methodology .............................................................................................. 47 3.1.2.1 Cheldecheduch .......................................................................................................... 47 3.1.3 Rolel a tekoi - Cultural Appropriation ........................................................................... 48 3.1.4 Establishing and maintaining relationships .................................................................. 49 3.1.5 Qualitative approach ..................................................................................................... 50 3.1.5.1 Subjectivity and objectivity ....................................................................................... 50 3.1.6 Ethics and ethical considerations .................................................................................. 51 3.1.6.1 Insider and outsider ................................................................................................. 51 3.2 The Research Design: ............................................................................................................ 52 3.2.1. Background ................................................................................................................... 52 3.2.2 Selection of participants ............................................................................................... 53 3.2.2.1 A re ngeasek .............................................................................................................. 54 3.2.2.2 Ulsemuul ................................................................................................................... 55 3.4 Data Collection: ..................................................................................................................... 56 3.4.1 Background ................................................................................................................... 56 3.4.2 Questionnaires .............................................................................................................. 57 3.4.3 Interviews ...................................................................................................................... 59 3.4 Data Analysis: ........................................................................................................................ 60 3.5 Limitations: ........................................................................................................................... 60 Chapter 4: PRESENTATION AND ANALYSIS OF DATA: Ulimang Youth ........................................... 62 4.1 Questionnaire for the youth: ................................................................................................ 63 4.1.1 Ulimang youth ............................................................................................................... 63 Chapter 5: Presentation and Analysis of Data – Ulsemuul ............................................................ 78 5.1. The impact
Load more

Recommended publications
  • Palauan Language Report Carole Tiberius
    Surrey Database of Agreement – Palauan Carole Tiberius Palauan Language Report Carole Tiberius 1 Introduction Palauan is a member of the Austronesian language family spoken in Palau. It has no close relatives within the Austronesian family. Palauan has about 17,000 speakers of whom about 80% live in the Republic of Palau. There is little dialectal variation (Georgopoulos 1991:21). This report draws heavily on Josephs’ (1975, 1997a, 1997b) Palauan grammar books. We are very grateful to him for his help and specialist advice. 2 Grammatical categories 2.1 T he Palauan words er, el, and a 2.1.1 The analysis of er Palauan has two words er (which are homonyms). Er can be a specifying word (indicated by SPEC in the glosses) or a relational word (indicated by REL in the glosses). The major function of the specifying word er is to distinguish specific objects from non-specific (general) ones. It marks a specific object noun phrase, but only when the verb is in the imperfective. For instance, (1a) A ngelek -ek a medakt a derumk PM child-1SG.POSS PM be.afraid PM thunder ‘My child is afraid of thunder.’ (1b) A ngelek -ek a medakt er a derumk PM child-1SG.POSS PM be.afraid SPEC PM thunder ‘My child is afraid of the thunder.’ (Josephs 1997a:74) As such, the presence of the specifying word er usually indicates a specific statement (as opposed to a general statement). In addition, er is sometimes used to distinguish between singular and plural with nonhuman object nouns, the presence of er marking the singular object as in the following example (Josephs 1997a:77): (2a) Ak ousbech er a ml-im el mo 1SG need SPEC PM car-2SG.POSS LINK go er a ocheraol SPEC PM money-raising.party ‘I need your car to go to the money-raising party.’ (2b) Ak ousbech a ml-im el mo 1.SG need PM car-2SG.POSS LINK go er a ocheraol SPEC PM money-raising.party ‘I need your cars to go to the money-raising party.’ 1 Surrey Database of Agreement – Palauan Carole Tiberius The relational word er, on the other hand, expresses certain types of relational phrases.
    [Show full text]
  • Republic of Palau
    REPUBLIC OF PALAU Palau Public Library Five-Year State Plan 2020-2022 For submission to the Institute of Museum and Library Services Submitted by: Palau Public Library Ministry of Education Republic of Palau 96940 April 22, 2019 Palau Five-Year Plan 1 2020-2022 MISSION The Palau Public Library is to serve as a gateway for lifelong learning and easy access to a wide range of information resources and to ensure the residents of Palau will be successful, literate and resourceful in the Palauan society and the world. PALAU PUBLIC LIBRARY BACKGROUND The Palau Public Library (PPL), was established in 1964, comes under the Ministry of Education. It is the only public library in the Republic of Palau, with collections totaling more than 20,000. The library has three full-time staff, the Librarian, the Library Assistant, and the Library Aide/Bookmobile Operator. The mission of the PPL is to serve as a gateway to lifelong learning and easy access to a wide range of information resources to ensure the residents of Palau will be successful, literate, and resourceful in the Palauan society and world. The PPL strives to provide access to materials, information resources, and services for community residents of all ages for professional and personal development, enjoyment, and educational needs. In addition, the library provides access to EBSCOHost databases and links to open access sources of scholarly information. It seeks to promote easy access to a wide range of resources and information and to create activities and programs for all residents of Palau. The PPL serves as the library for Palau High School, the only public high school in the Republic of Palau.
    [Show full text]
  • Palau Along a Path of Sustainability, While Also Ensuring That No One Is Left Behind
    0 FOREWORD I am pleased to present our first Voluntary National Review on the SDGs. This Review is yet another important benchmark in our ongoing commitment to transform Palau along a path of sustainability, while also ensuring that no one is left behind. This journey towards a sustainable future is not one for gov- ernment alone, nor a single nation, but for us all. Given the SDG’s inherent inter-linkages, we acknowledge that our challenges are also interrelated, and thus so too must be our solutions. The accelerated pace of global change we see today makes it particularly diffi- cult for small island nations, like Palau, to keep up, let alone achieve sustaina- ble development. Despite this challenge, we firmly believe that we can achieve a sustainable future for Palau. Our conviction stems from our certainty that we can confront our challenges by combining our lessons from the past with new information and modern technology and use them to guide us to stay the right course along our path to the future. Just as important, we are also confi- dent in this endeavor because we can also find solutions amongst each other. Over the past three years, Palau has systematically pursued a rigorous process of assessing our Pathways to 2030. Eight inter-sector working groups, led by government ministries, but including representatives from civil society, and semi-private organizations, have prepared this initial Voluntary National Review. The groups have selected an initial set of 95 SDG global targets and associated indicators that collectively constitute our initial National SDG Framework.
    [Show full text]
  • 2006 Statistical Yearbook
    2006 Statistical Yearbook Division of Research & Evaluation P.O. Box 7080 Koror, Palau 96940 Published April 2006 Acknowledgements This publication was made possible through the support of many people within the education sector. A special acknowledgement goes to the school principals for actively participating in the Annual School Survey conducted, the Division of Personnel Management and Administrative Services Section for assistance in collection of other data within the ministry. Finally, the staffs of the Division of Research and Evaluation are commended for compilation of this publication. Introduction The Education Statistical Yearbook 2006 is an annual publication of the Ministry of Education. It provides a range of statistical information about education in the Republic of Palau and serves as a reference for school officials and others responsible for planning and implementing activities concerning education and the development of our youth. The statistical information contained in this publication is comprised of data collected with the Annual School Survey conducted in July 2006 and data from other sources within the Ministry of Education. This publication’s layout begins with a summary of all the schools in the Republic of Palau. The following shows how the publication is organized. School Information Students’ Information Personnel Information Facilities & Equipments Finance Definition of Terms Acronyms Terms Definition BMS Belau Modekngei School Dropout This refers to any student who leaves school for a period of 15 consecutive school days without request of a transcript or withdrawal request from parents. Students who drop out of school do not return to school within the same school year that they left school.
    [Show full text]
  • Threatened Endemic Plants of Palau
    THREA TENED ENDEMIC PLANTS OF PALAU BIODI VERSITY CONSERVATION LESSONS LEARNED TECHNICAL SERIES 19 BIODIVERSITY CONSERVATION LESSONS LEARNED TECHNICAL SERIES 19 Threatened Endemic Plants of Palau Biodiversity Conservation Lessons Learned Technical Series is published by: Critical Ecosystem Partnership Fund (CEPF) and Conservation International Pacific Islands Program (CI-Pacific) PO Box 2035, Apia, Samoa T: + 685 21593 E: [email protected] W: www.conservation.org The Critical Ecosystem Partnership Fund is a joint initiative of l’Agence Française de Développement, Conservation International, the Global Environment Facility, the Government of Japan, the MacArthur Foundation and the World Bank. A fundamental goal is to ensure civil society is engaged in biodiversity conservation. Conservation International Pacific Islands Program. 2013. Biodiversity Conservation Lessons Learned Technical Series 19: Threatened Endemic Plants of Palau. Conservation International, Apia, Samoa Authors: Craig Costion, James Cook University, Australia Design/Production: Joanne Aitken, The Little Design Company, www.thelittledesigncompany.com Photo credits: Craig Costion (unless cited otherwise) Cover photograph: Parkia flowers. © Craig Costion Series Editors: Leilani Duffy, Conservation International Pacific Islands Program Conservation International is a private, non-profit organization exempt from federal income tax under section 501c(3) of the Internal Revenue Code. OUR MISSION Building upon a strong foundation of science, partnership and field demonstration,
    [Show full text]
  • Austronesian Diaspora a New Perspective
    AUSTRONESIAN DIASPORA A NEW PERSPECTIVE Proceedings the International Symposium on Austronesian Diaspora AUSTRONESIAN DIASPORA A NEW PERSPECTIVE Proceedings the International Symposium on Austronesian Diaspora PERSPECTIVE 978-602-386-202-3 Gadjah Mada University Press Jl. Grafika No. 1 Bulaksumur Yogyakarta 55281 Telp./Fax.: (0274) 561037 [email protected] | ugmpress.ugm.ac.id Austronesian Diaspora PREFACE OF PUBLISHER This book is a proceeding from a number of papers presented in The International Symposium on Austronesian Diaspora on 18th to 23rd July 2016 at Nusa Dua, Bali, which was held by The National Research Centre of Archaeology in cooperation with The Directorate of Cultural Heritage and Museums. The symposium is the second event with regard to the Austronesian studies since the first symposium held eleven years ago by the Indonesian Institute of Sciences in cooperation with the International Centre for Prehistoric and Austronesia Study (ICPAS) in Solo on 28th June to 1st July 2005 with a theme of “the Dispersal of the Austronesian and the Ethno-geneses of People in the Indonesia Archipelago’’ that was attended by experts from eleven countries. The studies on Austronesia are very interesting to discuss because Austronesia is a language family, which covers about 1200 languages spoken by populations that inhabit more than half the globe, from Madagascar in the west to Easter Island (Pacific Area) in the east and from Taiwan-Micronesia in the north to New Zealand in the south. Austronesia is a language family, which dispersed before the Western colonization in many places in the world. The Austronesian dispersal in very vast islands area is a huge phenomenon in the history of humankind.
    [Show full text]
  • “There Is No Place Like Home”
    stephanie walda-mandel “There is no place Migration and Cultural Identity like home” of the Sonsorolese, Micronesia HEIDELBERG STUDIES IN PACIFIC ANTHROPOLOGY 5 heidelberg studies in pacific anthropology Volume 5 Edited by jürg wassmann stephanie walda-mandel “T here is no place like home” Migration and Cultural Identity of the Sonsorolese, Micronesia Universitätsverlag winter Heidelberg Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar. Diese Veröffentlichung wurde als Dissertation im Jahr 2014 unter dem Titel “There’s No Place Like Home”: Auswirkungen von Migration auf die kulturelle Identität von Sonsorolesen im Fach Ethnologie an der Fakultät für Verhaltens- und Empirische Kulturwissenschaften der Ruprecht-Karls-Universität Heidelberg angenommen. cover: Father and son on the way to Sonsorol © S. Walda-Mandel 2004 isbn 978-3-8253-6692-6 Dieses Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt ins- besondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. © 2016 Universitätsverlag Winter GmbH Heidelberg Imprimé en Allemagne · Printed in Germany Umschlaggestaltung: Klaus Brecht GmbH, Heidelberg Druck: Memminger MedienCentrum,
    [Show full text]
  • General Catalog 2008-2012
    Accredited by Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC) 2008 - 2012 GENERAL CATALOG PALAU COMMUNITY COLLEGE VOL. XV This catalog provides general information about Palau Community College, its programs and services, and it summarizes major policies and procedures of relevance to the students. If certain policy statements contained in this catalog are in conflict or inconsistent with policy statements contained in the Student Handbook or the PCC Financial Aid Handbook, the policies stated herein shall prevail. This catalog was prepared to provide information and does not constitute a contract. The College reserves the right to, without prior notice, make changes in regulations and offerings as circumstances may require. For Information on: President E-Mail: [email protected] Admissions & Financial Aid E-Mail: [email protected] Student Services E-Mail: [email protected] Academic Affairs E-Mail: [email protected] Continuing Education E-Mail: [email protected] Land Grant-Cooperative Research & Extension E-Mail: [email protected] Endowment Funding: E-Mail: [email protected] You may also contact us at: Palau Community College P.O. Box 9, Koror, Republic of Palau 96940 Telephone: (680) 488-2470 or 2471 Fax: (680) 488-2447 Or visit us on the web at: Website: www.palau.edu Palau Community College is accredited by the Accrediting Commission for Community and Junior Colleges(ACCJC) of the Western Association of Schools and Colleges,(3402 Mendocino Avenue, Santa Rosa, CA 95403 (707) 569-9177), an institutional accrediting body recognized by the Commission on Recognition of the Post-secondary Accreditation and the US Department of Education.
    [Show full text]
  • Finding, Creating, and Following Footprints: the Integration of Indigenous Knowledge in Palau Community College
    FINDING, CREATING, AND FOLLOWING FOOTPRINTS: THE INTEGRATION OF INDIGENOUS KNOWLEDGE IN PALAU COMMUNITY COLLEGE By Joy Renee Hannibal A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Higher, Adult, and Lifelong Education – Doctor of Philosophy 2020 ABSTRACT FINDING, CREATING, AND FOLLOWING FOOTPRINTS: THE INTEGRATION OF INDIGENOUS KNOWLEDGE IN PALAU COMMUNITY COLLEGE By Joy Renee Hannibal Little research exists on the specific ways that Indigenous ways of being, knowing and doing are integrated in institutions of higher education across Micronesia. This research study illuminates through case study the position of Palauan Knowledge within Palau Community College. An Indigenous methodology set within a broader Indigenous research paradigm (Wilson, 2008) is utilized to align with Palauan values of respect (omenguul) and responsibility (ngerachel). Through interviews (chelededuch) with nine collaborators, in addition to fieldnotes, observations, and archival documents, this study aimed to answer the following research questions: How is Indigenous Knowledge incorporated within Palau Community College (PCC)? Secondly, how do stories from Indigenous teachers and Indigenous learning environments inform PCC? Findings from this study reveal experiences of separation from Palauan Knowledge and the actions some collaborators took to preserve Palauan Knowledge. Collaborators’ narratives highlight several instances where Palauan knowledge is honored within the college through visual and oral representations as well as with academic and community programming. Continuity of Palauan Knowledge through ongoing opportunities to sustain practices in and outside of the college is explored in the final reflections of collaborators who continue to challenge perspectives that Indigenous Knowledge is in the past. Ultimately, this study lays a foundation for the argument that Palauan Knowledge is demonstrated as resilient, dynamic and adaptive to the needs of community.
    [Show full text]
  • Palau Judiciary
    Palau Judiciary Court Annual Report 2014 In 2009, Palau became the first county to declare sanctuary for all sharks… Page i Contents Message from the Chief Justice .................................................................................................................... 1 Mission and Vision ........................................................................................................................................ 3 Introduction .................................................................................................................................................. 3 I. Palau Judiciary Organizational Chart .................................................................................................... 4 Overview of the Judiciary .............................................................................................................................. 5 II. About the Courts ................................................................................................................................... 5 A. Supreme Court (Trial Division and Appellate Division) ..................................................................... 6 B. Land Court ......................................................................................................................................... 6 C. Court of Common Pleas .................................................................................................................... 7 III. Judicial Nominating Commission .....................................................................................................
    [Show full text]
  • Cultural Mapping— Republic of Palau
    Cultural Mapping— Republic of Palau Cultural Mapping– Republic of Palau By Ann Kloulechad-Singeo Published by the Secretariat of the Pacific Community on behalf of the Ministry of Culture and Community Affairs, Government of the Republic of Palau Republic of Palau, 2011 © Copyright Secretariat of the Pacific Community (SPC) and the Ministry of Culture and Community Affairs, Government of the Republic of Palau, 2011 All rights for commercial / for profit reproduction or translation, in any form, reserved. SPC authorizes the partial reproduction or translation of this material for scientific, educational or research purposes, provided that SPC and the source document are properly acknowledged. Permission to reproduce the document and/or translate in whole, in any form, whether for commercial / for profit or non-profit purposes, must be requested in writing. Original SPC artwork may not be altered or separately published without permission. Original text: English Secretariat of the Pacific Community Cataloguing-in-publication data Kloulechad-Singeo, Ann Cultural mapping: Republic of Palau / by Ann Kloulechad-Singeo 1. Cultural property — Palau. 2. Cultural policy — Palau. 3. Culture diffusion — Palau. I. Kloulechad-Singeo, Ann II. Secretariat of the Pacific Community III. Palau. Ministry of Community and Cultural Affairs 344.09966 AACR2 ISBN: 978-982-00-0514-3 Cover photo: Delerrok money purse crafted by Ngrasuong Techur. The money purse is protected under the copyright laws of Palau. Photo taken by Bureau of Arts and Culture, Palau. Contents
    [Show full text]
  • Accredited by Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC)
    Accredited by Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC) ii GENERAL CATALOG PALAU COMMUNITY COLLEGE VOL. XVI This catalog provides general information about Palau Community College, its programs and services, and it summarizes major policies and procedures of relevance to the students, particularly those, which directly impact student learning and student success. If certain policy statements contained in this catalog are in conflict or inconsistent with policy statements contained in the Student Handbook, Financial Aid Handbook, or Personnel Rules and Regulations manual, the policies stated herein shall prevail. This catalog was prepared to provide information and does not constitute a contract. The College reserves the right, without prior notice, to make changes in regulations and offerings as circumstances may require. For Information: Chief Executive Officer (President) E-Mail: [email protected] Admission and Records Email: [email protected] Financial Aid E-Mail: [email protected] Student Services E-Mail: [email protected] Academic Affairs E-Mail: [email protected] Continuing Education E-Mail: [email protected] Land Grant-Cooperative Research & Extension E-Mail: [email protected] Endowment Funding: E-Mail: [email protected] You may also contact us at: Palau Community College P.O. Box 9, Koror, Republic of Palau 96940 Telephone: (680) 488-2470 or 2471 Fax: (680) 488-2447 Or visit us on the web at: pcc.palau.edu Palau Community College is accredited by the Accrediting Commission for Community and Junior Colleges(ACCJC)([email protected]) of the Western Association of Schools and Colleges(WASC),(10 commercial Blvd., Suite 204 Novato, CA 94949 (415) 506-0234), an institutional accrediting body recognized by the Commission on Recognition of the Post-secondary Accreditation and the US Department of Education.
    [Show full text]