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Indo-Fijian Students' Reluctance to Study History

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Indo-Fijian Students' Reluctance to Study History INDO-FIJIAN STUDENTS’ RELUCTANCE TO STUDY HISTORY: PERCEPTIONS AND INFLUENCES AFFECTING STUDENT CHOICE IN SIX NAUSORI HIGH SCHOOLS by Dinesh Kumar Naidu A thesis submitted in fulfillment of the requirements for the degree of Master of Arts Copyright © 2017 by Dinesh Kumar Naidu School of Social Sciences Faculty of Arts, Law and Education The University of the South Pacific 2017 Acknowledgements I would like to thank the following people who have guided me in completing this research: 1. My Thesis supervisors, Dr. Ryota Nishino and Dr. Max Quanchi 2. The Ministry of Education for approval to do the research in the six schools 3. The Divisional Educational Officer of Nausori 4. The Principals of the six schools for allowing the research to be conducted in their schools 5. The Social Science HODs and the History teachers of the six schools for helping in conducting the survey and data collection 6. All the students, teachers and parents for their time and support in answering the questionnaires and for participating in this survey i Abstract In my past 14 years as a secondary school History teacher in Fiji I have observed that History has not been a popular academic subject choice among Indo- Fijian students though it fares a little better among their iTaukei counterparts. In this thesis, I make inquiries to analyze the underlying reasons behind the number of Indo- Fijian students taking History in six secondary schools in Nausori in 2013. This thesis argues the reasons rooted in decades of neglect for History as an academic subject despite of successive governments’ expression of desire to use History to foster nationhood amongst students. A mixed method design was used which comprised of qualitative and quantitative study of survey using questionnaires and talanoa sessions with parents and teachers as the main research tools for data collection. A total of 527 Indo-Fijian students who were not taking History at Forms 5 to 7 in the year 2013 at the six schools during the survey, as well as 180 parents and 84 teachers (75 teachers who were not teaching History and nine who were teaching History) of the six schools. Since the names of the schools were to be kept confidential, they are labeled as Schools 1, 2, 3, 4, 5 and 6 throughout this thesis. Key factors that influenced Indo-Fijian students’ choices included the influence of parents, peers and the teachers; the current History curriculum; career paths for History graduates; and subject viability for the future. The major findings were that parents, siblings, peers and the teachers really influence Indo-Fijian student low preference for History at six secondary schools in Nausori. The recommendations will be beneficial to stakeholders in schools in Fiji where this problem exists. This research will also be of significance to the Ministry of Education when it examines factors that influence the choice of History at secondary schools. ii Abbreviations and Terminology CDU – Curriculum Development Unit. FNCF – Fiji National Curriculum, Framework. FSFE – Fiji Seventh Form Examination. FSLCE – Fiji School Leaving Certificate Examination. FY12CE – Fiji Year 12 Certificate Examination. FY13CE – Fiji Year 13 Certificate Examination. History – with the initial ‘H’ in capital refers to the academic subject that is offered in schools. History as an academic subject is the main element of this research. The subject is one of the academic subjects that are offered at secondary schools in Fiji at Form 5 level. history – with the initial ‘h’ in lower case refers to the study of past or an event that has happened in the past. Indo-Fijians are Fijians of Indian descent. They are the descendants of the indentured laborers brought by the British government between 1879 and 1916 to work in the sugar cane farms. Included in this list are the descendants of the minority groups such the Punjabi and Gujarati who came willing to settle in Fiji. Muslims who do not prefer to be called Indians are also included in this category. These are Muslims who are calling Fiji their home but are not from India. In this thesis they are referred as Indo-Fijians. iTaukei are Fijians of iTaukei descent. The iTaukei are the indigenous people of Fiji. MOE – Ministry of Education. NZSC – New Zealand School Certificate. NZUE – New Zealand University Entrance. iii Table of Contents Contents Acknowledgements ................................................................................................. i Abstract .................................................................................................................. ii Abbreviations and Terminology ......................................................................... iii List of Tables ....................................................................................................... vii List of Figures ..................................................................................................... viii CHAPTER ONE DEFINING THE TOPIC ............................................................. 1 1.1 Introduction ............................................................................................................. 1 1.1.1 My Personal Experience and Reflection ........................................... 2 1.1.2 Earlier Fiji Studies ............................................................................... 3 1.2 The ‘Popularity’ of an Academic Subject ......................................................... 4 1.3 Rationale for Investigation ................................................................................... 5 1.3.1 Hints from Overseas Studies ............................................................... 5 1.3.2 Situation in Fiji ..................................................................................... 6 1.4 The Thesis ...................................................................................................... 12 1.4.1 Aims and Objectives ........................................................................... 12 1.4.2 Guiding Research Question .............................................................. 13 1.4.3 Outline of the Chapters ...................................................................... 13 CHAPTER TWO INTRODUCTION OF CASE STUDY AREA ................... 16 2.1 Introduction ........................................................................................................... 16 2.2 A Brief History of Fiji .......................................................................................... 17 2.3 The Case Study Area – Nausori and Its Importance to Indo-Fijians....... 19 2.3.1 Schools and Schooling in Nausori ................................................... 26 CHAPTER THREE FIJI’S EDUCATION SYSTEM AND HISTORY CURRICULUM ............................................................................................................ 29 3.1 Introduction ........................................................................................................... 29 3.2 Current Structure of Schools in Fiji ................................................................ 30 3.3 Pre-Colonial Education in Fiji ........................................................................... 33 3.4 Colonial Education System in Fiji .................................................................... 33 3.5 Post-Independence Education System in Fiji ................................................. 35 3.6 Fiji’s Education System in the New Millennium ........................................... 37 3.7 Rationale for Changes in the Curriculum ...................................................... 40 3.8 Responsibility for Changes in the History Curriculum ............................... 43 3.8.1 History Curriculum in Fiji ................................................................ 44 3.8.2 Evolution of History Curriculum in Fiji .......................................... 45 CHAPTER FOUR HISTORICAL AND EDUCATIONAL LITERATURE REVIEW. ....................................................................................................................... 57 4.1 Introduction ........................................................................................................... 57 4.2 Historical Review of Indo–Fijians in Fiji’s Education System .................. 58 4.2.1 Indo-Fijian Participation in Education in the Colonial Era ........ 59 4.2.2 Indo-Fijian Participation in Education in Post-Independence Era.. .............................................................................................................. 64 4.2.3 Indo-Fijian Participation in Education in the 21st Century Era .. 67 iv 4.3 History Curriculum Changes and Revision in Britain, the United States of America (USA), Australia and New Zealand ................................................. 68 4.3.1. History Curriculum and Its Revision in Britain ............................. 69 4.3.2 History Curriculum and Its Revision in United States of America (USA) ................................................................................................... 71 4.3.3 History Curriculum and Its Revision in Australia ......................... 73 4.3.4 History Curriculum and Its Revision in New Zealand .................. 77 4.3.5 What the Comparison can tell us: Lessons for Fiji? ..................... 79 4.4 Selected Theoretical Views on the Importance of the History Curriculum in Schools and its Contribution to Society ...................................................... 80 4.5 Conceptualizing the Theoretical
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