Hostname: page-component-848d4c4894-8bljj Total loading time: 0 Render date: 2024-06-14T07:07:35.212Z Has data issue: false hasContentIssue false

How the Tivaevae Model can be Used as an Indigenous Methodology in Cook Islands Education Settings

Published online by Cambridge University Press:  18 September 2018

Aue Te Ava*
Affiliation:
College of Indigenous Studies, Education and Research, University of Southern Queensland, Toowoomba4350, Queensland, Australia
Angela Page
Affiliation:
School of Education, University of New England, Armidale 2351, New South Wales, Australia
*
address for correspondence: Aue Te Ava, College of Indigenous Studies, Education and Research, University of Southern Queensland, Toowoomba4350, Queensland, Australia. Email: ateava572@gmail.com
Get access

Abstract

This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The article will argue that the cultural values embedded within its framework allow for the successful implementation of this Indigenous methodology. The model draws from tivaevae, or artistic quilting, and is both an applique process and a product of the Cook Islands. It is unique to the Cook Islands and plays an important part in the lives of Cook Islanders. The tivaevae model will be explained in detail, describing how patchwork creative pieces come together to create a story and can be used as a metaphor of the past, present and future integration of social, historical, spiritual, religious, economic and political representations of Cook Island culture. Further, the paper will then make links with the model to teaching and learning, by exploring secondary schools’ health and physical education policy and practices. Finally, the efficacy of the model in this context and its research implications will then be discussed.

Type
Research Article
Copyright
Copyright © The Author(s) 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Airini, A., Anae, M., & Mila-Schaaf, K. (2010). Teu le va-Relationships across research and policy in Pasifika education: A collective approach to knowledge generation and policy development for action towards Pasifika education success. Wellington, New Zealand: Ministry of Education.Google Scholar
Ama, A. (2003). Maeva: Rites of passage, the highlights of family life. In Crocombe, R. & Crocombe, M. (Eds.), Akanoanga Maori: Cook Islands culture (pp. 119126). Suva, Fiji: University of the South Pacific.Google Scholar
Anae, M. (2007). Teu le va: Research that could make a difference to Pasifika schooling in New Zealand. Paper commissioned by the Ministry of Education and presented at the joint NZARE/Ministry of Education symposium, ‘Is your research making a difference to Pasifika education?’ Wellington.Google Scholar
Anae, M., Anderson, C., Benseman, J., & Coxon, E. (2002). Pacific peoples and tertiary education: Issues of participation. Wellington: Ministry of Education.Google Scholar
Anae, M., Coxon, E., Mara, D., Wendt-Samu, T., & Finau, C. (2001). Pasifika education research guidelines. Wellington: Ministry of Education.Google Scholar
Crocombe, R., & Crocombe, M. (Eds.) (2003). Akano'anga Maori: Cook Islands culture. Suva, Fiji: University of the South Pacific.Google Scholar
Davies, A. (2015). How to make it stick: Pedagogy and MLEs. In Cheval, K. & Duncan, A. (Eds.), Korero: The Research journal for cook islands educators (Vol. 3, pp. 6370). Rarotonga, Cook Islands: Cook Islands Ministry of Education.Google Scholar
Health Research Council. (2004). Guidelines for Pacific health research. Wellington: Health Research Council of New Zealand.Google Scholar
Jonassen, J. (2003). Tu tangata: Personality and culture. In Crocombe, R. & Crocombe, M. (Eds.), Akano'anga Maori: Cook Islands. Suva, Fiji: University of the South Pacific.Google Scholar
Kincheloe, J.L., & Steinberg, S.R. (2008). Indigenous knowledges in education: Complexities, dangers, and profound benefits. In Denzin, N., Lincoln, Y., & Smith, L.T., (Eds.), SAGE handbook of qualitative research, the handbook of critical and indigenous methodologies (4th ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
Lima, I. (2004). Tafesilafa'i: Exploring Samoan alcohol use and health within the framework of a Fa'asamoa. Doctoral thesis, The University of Auckland. Retrieved June 10, 2009 from https://researchspace.auckland.ac.nz/bitstream/handle/2292/2171/02whole.pdf?sequence=3Google Scholar
Mara, D. (2008). Invisible knowledge, virtual journeys and real communities: Pacific communities and information. Keynote address presented at the 2008 Conference of the Library and Information Association of New Zealand Aotearoa, Auckland, New Zealand.Google Scholar
Maua-Hodges, T. (2003). Tivaevae. Unpublished manuscript. Retrieved June 10, 2009 from http://www.justice.govt.nz/pubs/reports/2003/pacificvictims/pacificpeoplesvictimsofcrimeGoogle Scholar
Ministry of Finance and Economic Management Cook Islands (2012). Census of Population and Dwellings, 2011. Retrieved from http://www.mfem.gov.ck/images/documents/Statistics_Docs/5.Census-Surveys/4.Census-Report/2011_Cook_Islands_Population_Census_Report.pdfGoogle Scholar
Otu'nuku, M. (2011). How can talanoa be used effectively as an Indigenous research methodology with Tongan people? Journal of Pacific-Asia Education, 23(2), 4352.Google Scholar
Rongokea, L. (2001). The art of tivaevae: Traditional Cook Islands quilting. Auckland: Gowit.Google Scholar
Sackney, L., & Walker, K. (2006). Canadian perspectives on beginning principals: Their role in building capacity for learning communities. Journal of Educational Administration, 44, 341358.CrossRefGoogle Scholar
Salmond, A. (1983). The study of traditional Maori society: The state of the art. Journal of Polynesian Society, 92, 309331.Google Scholar
Samu, T.W., Mara, D., & Siteine, A. (2008). Education for Pacific peoples for the 21st century. In Carpenter, V., Jesson, J., Roberts, P. & Stephenson, M. (Eds.), Nga Kaupapa Here: Connections and contradictions in education (pp. 145157). Melbourne: Cengage.Google Scholar
Samu, T.W., & Siteine, A. (2006). The social studies teachers Pasifika awareness programme. Paper presented at the International Assembly of Social Studies Teachers, Washington DC, USA.Google Scholar
Sanga, K. & Niroa, J. (2004). First steps and small beginnings in Vanuatu education research. In Sanga, K., Niroa, J., Matai, K., & Crowl, L. (Eds.), Re-thinking Vanuatu education together (pp. 1221). Port Vila: Ministry of Education, and University of the South Pacific, Institute of Education.Google Scholar
Sasau, T. & Sue, S. (1993). Toward a culturally anchored ecological framework of research in ethnic cultural communities. American Journal of Community Psychology, 21, 705727.10.1007/BF00942244CrossRefGoogle Scholar
Sissons, J. (1999). Nations and destination creating Cook Islands identity. Cook Islands: Institute of Pacific Studies and the University of the South Pacific Centre.Google Scholar
Smith, G.H. (1997). Kaupapa Maori as transformative praxis. Unpublished doctoral thesis, The University of Auckland.Google Scholar
Smith, L.T. (1999). Decolonising methodologies: Research and Indigenous peoples. Dunedin: University of Otago Press.Google Scholar
Tamasese, K., Peteru, C., Waldegrave, C., & Bush, A. (2005). Ole Taeao Afua, the new morning: A qualitative investigation into Samoan perspectives on mental health and culturally appropriate services. Australian and New Zealand Journal of Psychiatry, 39, 300309.CrossRefGoogle ScholarPubMed
Te Ava, A. (2001). The role of physical education in preserving traditional sports and games in the Cook Islands: Units of instructions. Unpublished Master's thesis submitted to the Department of Kiniesiology and Leisure Science at the College of Education, University of Hawai'i at Manoa.Google Scholar
Te Ava, A., Airini, A., & Rubie-Davies, C. (2011). Akarakara Akaouanga i te Kite Pakari O Te Kuki Airani: Culturally responsive pedagogy. Journal of Pacific-Asia Education, 23(2), 117128.Google Scholar
Te Ava, A., Rubie-Davies, C., Airini., & Ovens, A. (2013). Akaoraoraia te Peu ’A To ’Ui Tupuna: Implementing Cook Islands core values in culturally responsive pedagogy in Cook Islands physical education classrooms. Australia Indigenous Research Education Journal, 42(1), 3243.CrossRefGoogle Scholar
Thaman, H.K. (2003). Decolonising Pacific studies: Indigenous perspectives knowledge, and wisdom in higher education. The Contemporary Pacific, 15, 190191.CrossRefGoogle Scholar
Wilson, C. (2001). Decolonizing methodologies: Research and Indigenous peoples. Social Policy Journal of New Zealand, 17, 214217.Google Scholar
Wood, H. (2006). Three competing research perspectives for Oceania. Contemporary Pacific, 18, 3355.CrossRefGoogle Scholar