Disability, Education and Development: Perspectives from Tokelau Kathryn Meredith A thesis submitted in partial fulfilment of the Master of Development Studies Degree Victoria University of Wellington New Zealand March 2009 “We have to be determined to bring disabled people out of the shadowy world in which they are typically confined. ... Disabled people want what we all want - the chance to get educated, find rewarding work, lead worthwhile lives and be valued members of their community and in the world at large. These desires need not be just idle dreams, since much can be achieved if we are ready to give this extensive problem the attention and commitment it demands. We need to mobilize the determination to do just exactly that.” Amartya Sen & John Wolfensohn, 2004 i Abstract This thesis is concerned with the issue of people with disability accessing education. The contemporary international dialogue about how best to include people with disability in education recommends developing regular education systems to cater for the full diverse range of learners’ needs and abilities. This approach is part of an Inclusive Education philosophy and is designed as a response to all populations who experience exclusion from education, including people with disability. By examining people’s opinions, experiences, attitudes, aspirations, perceptions, knowledge, and understanding about disability, education and development, this thesis aims to identify the challenges of including people with disability in education and society in the context of a small Pacific Island developng nation, and the ways in which these challenges can be addressed. In doing so, it contributes to the growing body of literature which raises awareness of the experiences of exclusion faced by people with impairments; as well as the literature exploring disability issues from a social and rights-based perspective in developing countries. Semi-formal interviews were conducted with ten participants from Tokelau, New Zealand and Samoa to garner traditional, modern and personal perspectives about disability, education and development. The main findings of the research are that although disability is still predominantly understood within a medical, religious or deficit-model paradigm in Tokelau, some historical attitudinal barriers to inclusion may be shifting. This is occurring as people become better informed about disability through education, personal experiences and awareness of the causes of disability. Consequently, there is some indication that the younger generation are less likely to stigmatise the cause of disability because of their exposure to scientific explanations and increased familiarity and comfort with human rights concepts. People in Tokelau called for raising public awareness about disability causes and issues. Another finding of the research is that although there is a perception from some that the rhetoric of human rights is demanding and antithetical to the culture, responsibility is more easily accepted because it is considered in line with traditional ii communal values and social systems of support like inati (sharing of resources). Terminology aside, the concepts involved in Inclusive Education reflect traditional Tokelauan beliefs about treating people equally and with fakaaloalo (respect), alofa (love) and poupouaki (support). Although the inclusion of disability issues into the international human rights framework through the UN 2006 Convention on the Rights of Persons with Disabilities is not yet widely known in Tokelau, human rights concepts are beginning to be introduced and understood at the community level, and they are seen in the constitutional documents and education policies of Tokelau. Support and partnership from New Zealand is welcomed in enabling locally developed inclusive services in Tokelau. Overall, the research suggested that inclusive philosophies and approaches within the education system in Tokelau are emerging, and that it is an opportune time to develop capacity and services for ensuring that people with impairments can access education. Despite material and human resourcing difficulties, there is a general willingness to include people with impairments in society and a strong preference for a collaborative community wide approach. iii Acknowledgements I would like to express my gratitude to the many people who have helped me while doing this research. In New Zealand Thanks to my supervisor Peggy Fairbairn-Dunlop, for her enthusiasm and wisdom, and for being inspiring! Thanks to my parents Noel and Pieta Meredith for their encouragement and support. Thanks to my friend Mary for her excellent and meticulous editing and to Clare and Anna for their proof-reading contributions also. Thanks to my colleagues at Group Special Education, particularly my manager Jane. Thanks to the Tokelau Team: Colleen, Ezra, Isopo, Jesse, Louella, Murray Rose, and Tim. Thanks to people who I’ve met through this research who have contributed along the way – Andrew Perez, Hayden Montgomerie, Tony Johns, Tessa Buchanan, Nila Lemisio-Poasa and Rebekah McCullough. Arohanui to my friends and family. In Tokelau Fakafetai lava to everyone in Tokelau who has contributed to this research and to making my experiences in Tokelau so enjoyable. Thanks to the staff of the Tokelau Department of Education, and all the staff and students at Tialenui, Matiti and Matauala Preschools and Schools. In Samoa My gratitude goes to the staff at the Tokelau office and to those people who contributed to this research in Apia. iv Glossary of Terms Atiakega development Aumaga men’s workforce organisation on each atoll Inati centralised sharing of the daily catch of fish and other resources Faipule village head, responsible for relationship and affairs with New Zealand Fatupaepae women’s workforce organisation on each atoll Fono meeting General Fono Tokelau’s parliament or national representative body, comprised of representatives from each atoll Lakehe preferential sharing of resources to support the needy Maopopo unity of being and spirit, togetherness Motu islet Nuku village Pulenuku village mayor, responsible for internal affairs of own atoll Taupulega village council of elders Ulu head of state, during a three year tenure of government the position of Ulu is rotated annually between the three Faipule Other Tokelauan words which occur with less frequency are explained as they arise in the text for ease of readability. v Acronyms ACYA Action for Children and Youth Aotearoa, NZ. ADB Asian Development Bank AUSAID Australian Agency for International Development BMF Biwako Millenium Framework CBR Community-Based Rehabilitation CEDAW Convention on the Elimination of Discrimination Against Women CIA Central Intelligence Agency COG Council for the Ongoing Government of Tokelau CRPD The Convention on the Rights of Persons with Disabilities DFID Department for International Development; UK DPO Disabled Persons Organisations EFA Education For All ESD Education for Sustainable Development GDP Gross Domestic Product GSE Group Special Education HDI Human Development Index IDA International Disability Alliance IEP Individual Education Plan MDG Millennium Development Goals MFAT Ministry of Foreign Affairs and Trade MHT Modern House of Tokelau MOE Ministry of Education NGO Non-Government Organisations NOLA Nuanua O Le Alofa NUS National University of Samoa NZAID New Zealand Agency for International Development PDF Pacific Development Forum vi PIFS Pacific Islands Forum Secretariat PRG Pacific Research Guide PRIDE Pacific Regional Initiatives for the Delivery of (basic) Education SPC Secretariat of the Pacific Community TALO Tokelau Apia Liaison Office TPS Tokelau Public Service TVET Technical and Vocational Education Training UDHR Universal Declaration of Human Rights UN United Nations UNCROC United Nations Convention on the Rights of the Child UNDP United Nations Development Programme UNESCAP United Nations Economic and Social Council Asian-Pacific UNESCO United Nations Educational, Scientific and Cultural Organisation UNFPA United Nations Population Fund UNGA United Nations General Assembly UNICEF United Nations Children’s Fund UNOHCHR United Nations Office of the High Commissioner of Human Rights VSA Volunteer Services Abroad WHO World Health Organisation WHOICF World Health Organisation International Classification of Functioning, Disability and Health vii Contents Abstract ........................................................................................................................ii Acknowledgements .....................................................................................................iv Glossary of Terms ........................................................................................................v Acronyms ....................................................................................................................vi Contents.....................................................................................................................viii Chapter One: Introduction............................................................................................1 The link between Disability, Development and Education......................................1 Working Definitions.................................................................................................3 Research Aim ...........................................................................................................3 Research Objectives .................................................................................................4