View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ResearchArchive at Victoria University of Wellington THE VOICES OF TOKELAU YOUTH IN NEW ZEALAND Na mafialeo onā Tupulaga Tokelau i Niu Hila By Paula Kele-Faiva A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Pacific Studies Victoria University of Wellington 2010 2 ABSTRACT Tokelau is a minority group within New Zealand‟s larger Pacific community. New Zealand has a special relationship with the three small and very isolated atolls groups which make up Tokelau. The Tokelauan population in New Zealand is nearly five times that of the homelands. As a contribution to the global „Youth Choices Youth Voices‟ study of youth acculturation, this research also contributes to the experiences of Pacific youth in New Zealand. The focus of this study is on Tokelauan youth and explores the perceptions of a group of Wellington based Tokelauan youth on their identity, sense of belonging, connectedness and hopes for the future. Also, the views of a group of Tokelauan elders are presented to set the background for the youth voices to be understood. The aim of this qualitative study was to capture the unheard voice of the Tokelauan youth, to explore their stories and experiences so that the information provided will inform policy and programme planning for Tokelauan youth, as well as Pacific and other minority groups in New Zealand. Using talanoa methodology, a combination of group māopoopoga and individual in depth interviews, valuable knowledge was shared giving insights into the experiences, needs and future aspirations of Tokelauan youth in New Zealand. Feelings of how Tokelauan youth construct their identity and sense of belonging in this new homeland were also explored. The findings were that while youth each have their own experiences, shaped by their own environment in New Zealand, all strongly identified themselves as Tokelauan revealing a strong physical, emotional and spiritual connection to the homeland. The shared stories of their families journeying to New Zealand in search of better life for their children and for Tokelau, strongly influence their sense of identity and belonging. Regarded by the elders as „the lucky generation‟ and „future of Tokelau‟ they felt a sense of responsibility to pass on the fakaTokelau to the next generation. The main agencies these youth connected with were the family (the core group), the Kāiga Tokelau Porirua (community group) and the Mafutaga Tupulaga (youth) sports groups, church and schooling. They expressed a real passion for cultural engagement, but raised questions about the lack of youth participation in decision making, and how this might influence future cultural security. Education was important to these youth and i for the future of Tokelau. Their lack of connection to schooling and education was of most concern to them and they strongly emphasised their desire and need for more family and community support in their education. Finally, all involved in the talanoa saw the need to engage in further studies. ii ACKNOWLEDGEMENTS Te Atua fakafetai mo tau fakakahoa. Ke malama pea. I was not alone on this journey and this journey is not mine alone. This journey is a continuation of our past – fishing to provide for the village so that they live for tomorrow. The past provided me with the courage and strength throughout this journey. From the onset I was blessed with the love and support of many great people who equipped me with the knowledge, tools, resources and support to ensure the journey is successful. This thesis would not have been possible without the Kāiga Tokelau Porirua whose voices feature in this thesis. Firstly, I want to say fakafetai lahi lele to the elders and president for their blessing and contribution to this research. Secondly, I am very grateful to the committee of the Mafutaga Tupulaga Tokelau Porirua for the support and direction in ensuring that this study portrays the voices of Tokelauan youth. Thirdly, my deepest gratitude goes to the ten young people that this thesis is about: Na tifa fakaolaola a Tokelau mo na aho e hau - this is your thesis. It was a great honour to listen to your stories and be enriched by your vast experiences. Thank you for making yourselves available to meet with me and for sharing your stories with ease, honesty and passion. May God shower you with many blessings and the beauty in you continues to shine through, reaching out to others. From the bottom of my heart, I would like to thank my primary supervisor Tagaloatele Professor Peggy Fairbairn-Dunlop for believing and having faith in me. Your positive outlook and passion in growing young Pacific researchers was reflected in the guidance and commitment I received from you. You kept reinstalling faith in me. I cannot thank you enough for sharing your knowledge with me, for your support and patience and for reining me in when I go off track. You are so inspirational and your leadership was immense. Fakafetai, fakafetai lahi lele. To my secondary supervisor Dr. April Henderson: fakafetai lahi lele for your willingness to assist and for giving advice during the second half of my thesis. I also dedicate this thesis to my family. Fakafetai ni oku matua Keleofa ma Lui Kele for all that you installed in me – your love warms me every day. Thank you for enforcing the value of education in us. Dad – you are always in my heart. Mum you are my rock and fakafetai for your prayers. Fakafetai also to my siblings for their support and understanding when I have not always been available to fulfil my kāiga duties. I could not have done this without the love of: my 3 year old grandson Te Mokoha - you gave me courage each day – your little voice saying: nana fai fakalelei te aoga. This is your kahoa. To my husband Tala, fakafetai ni taku pele for your never ending love and support and your words: ko au ke fakamakeke. I am also blessed with loving children. Fakafetai ni taku fanau for all you did to ensure your mum survived the journey and for showing your interest in my work. Ko au e alofa atu. To my Samoan sister Salainaoloa Wilson, I will always treasure our postgrad journey together. Like you, the sweets you shared provided me with new energy each time. Fakafetai lahi lele for the encouragement and support during the final iii stage. Malo ni te fai ote faiva Salainaoloa. Thanks also to your family. To my other postgrad colleagues: Anna my palagi sister, I treasure our friendship. To Rodrigo, I wish you all the best. Fakafetai ni Esther Cowley-Malcolm for being a big sister to Salainaoloa and I. Fakafetai foki kia: Imeleta Ioane, Keli Kalolo, Luther Toloa, Petronila Lemihio- Poasa, Tony Johns, Samuel Sakaria, Ingjerd Hoëm and Faipule Foua Toloa. As part of the Pacific youth voices youth choices project, this Masters thesis was supported by a FRST scholarship and a Newtown PACIFICA branch scholarship. Fakafetai lahi lele. iv TABLE OF CONTENTS Abstract ........................................................................................................................ i Acknowledgements .................................................................................................... iii Table of Contents ....................................................................................................... v Glossary ...................................................................................................................... ix List of Abbreviations ............................................................................................... xii List of Tables and Figures ...................................................................................... xiii Chapter 1: Introduction ............................................................................................. 1 Data ........................................................................................................................... 6 This Study ................................................................................................................. 7 Research Objectives ................................................................................................. 9 Research questions ............................................................................................. 9 The significance of the study .................................................................................... 9 Chapter outline ....................................................................................................... 10 Chapter 2: Tokelau .................................................................................................. 11 Introduction ............................................................................................................ 11 PART ONE: The Tokelau Homeland .................................................................... 12 Government ............................................................................................................ 13 Social and economic situation ................................................................................ 14 Climate Change ...................................................................................................... 16 Cultural systems ..................................................................................................... 17 The fakaTokelau ..............................................................................................