2018 Murray Elliott Service Award

SEREANA PATTERSON-NAEPI, PhD, Educational Studies

Beyond the Dusky Maiden: Pasifika Women’s Experiences of Working in Higher Education
Supervisor(s): Vanessa Andreotti
Tuesday, July 17, 2018 | 4:00 pm | Room 2012, Ponderosa Commons, 6445 University Boulevard, V6T 1Z2

Abstract

Beyond the Dusky Maiden records Pasifika women’s experiences of working in higher education in Aotearoa New Zealand. Using a navigational metaphor this dissertation maps the storms within higher education that are slowing down Pasifika people’s journey to success. This dissertation identifies six promising practices for enabling faster change in higher education whilst also considering the hidden conversations that are necessary to identify why institutions need to change. This dissertation recognises the neo-liberal and colonial foundations of higher education and how they contribute to a white masculine imprint that enables and enforces excess labour, non-performative diversity, infantilization, hyper-surveillance, lateral violence, and sexual assault. This dissertation records Pasifika women’s encounters with the white masculine imprint as they attempt to transform higher education institutions. Pasifika women share their methods for survival in higher education spaces in spite of patterns of exclusion.

To record Pasifika women’s journey’s this research introduces the masi methodology. The masi methodology centres Pacific/Pasifika women’s voices within the research process ensuring that they are seen as the experts on their own experiences. The Pacific research method of talanoa, a narrative enquiry developed from Pacific people’s oratory tradition is used to engage with twenty-seven Pasifika women about their experiences working in higher education. In Aotearoa New Zealand.

DAWN SMITH, DOCTOR OF EDUCATION (Educational Leadership and Policy)

“hiił kʷiiʔił siƛ (Bringing Something Good from Way Back): A Journey to Humanize Post-Secondary Education”
Supervisor(s): Prof. Shauna Butterwick, Supervisor (Educational Studies); Prof. Deirdre Kelly (Educational Studies); Prof. Robina Thomas (University of Victoria, Social Work)
Friday, July 13, 2018 | 1PM | Room 108, North Island College, 3699 Roger St, Port Alberni, BC

ABSTRACT

This dissertation explores my personal journey of becoming a human being, particularly by drawing on Nuu-chah-nulth principles of ʔuuʔuuqʷaač̓ii (self-independence). Relevant literature, resources and personal stories help identify the underpinning aspects of epistemological dominance, blindness and collisions, which occur in the classrooms of post-secondary institutions. Although Indigenous-led education and policy contributes to Indigenous student success, more has to be done to understand current processes of Indigenization, decolonization and reconciliation. Educational practitioners, Indigenous and non-Indigenous, who engage help lead the way, but will likely encounter the unsettling nature that arises.
At times, feelings of fear, shame and guilt arise leaving people feeling unsure or unwilling to try. Nuu-chah-nulth teachings of yaʔakmis (love and pain) represents the possibilities and limitations of integrating Indigenous ways of knowing and being within post-secondary. Indigenization, reconciliation and decolonization are all processes that require courage and action; they also require leaders who are ready. They also require an understanding of one’s self in relation to values, belief and prejudices; it is a critical component of these processes. Leaders must be genuine while recognizing the value of Indigenization, decolonization and reconciliation.

The research questions are designed to bring a holistic approach and provide guidance that will help to improve my practice, as an educator. The research questions are,
• What do the principles of Indigenous self-determination mean in the context of indigenizing initiatives within post-secondary education?
• What are the possibilities and limitations (the love and pain)?
• What needs to change in order for these principles to be realized in these initiatives?

Throughout this journey my personal life experiences, as Nuu-chah-nulth-aht (person of Nuu-chah-nulth ancestry), inform and help me unmask favorable and unfavorable practices, specifically of Indigenization. The findings reveal the uncomfortable nature many feel when confronted with the history of Canada and the daunting task of Indigenization, decolonization and reconciliation. Unpacking colonial policies and practices of education while examining more closely aspects of who we are (values, beliefs and prejudices), particularly as people who share this land, is a critical component of doing the work of Indigenization, decolonization and reconciliation.