Island-Centered Pedagogy: Teaching Higher Education in the Micronesian Context

Background

Micronesia is one of three subregions that make up the larger region of Oceania. Located in the Pacific Ocean, Micronesia consists of thousands of islands, most of which are concentrated into four archipelagos: the Caroline, Gilbert, Marianas, and Marshalls. The ancient settlers of these islands took to the seas as early as 2,000 BCE in the first ever successful open ocean voyage in human history, traveling thousands of miles from islands southeast of the Asian continent. However, despite originating from the same region, upon establishing civilizations in their respective islands, these early settlers would develop distinct cultures, languages, and practices. By the time the first Western explorers would visit this region in the 16th century, the people of Micronesia were already masters of stonemasonry, agriculture, fishing, and open ocean navigation (Alkire, 1977; “POP Cultures: People of Micronesia,” 2016).

It was this initial encounter with the Western world that these island nations would begin a new chapter in their history. Due to their geographic isolation, the peoples of Micronesia were helpless to the many diseases that were brought to their islands by Western explorers, leading to widespread death ranging in the hundreds of thousands. This drastic decrease in population, coupled with a significant difference in weapon technology would leave them defenseless against efforts by external nations to establish colonial territories. As a result, the peoples of these islands would be exposed to countless cultural shifts that affected all aspects of life, from cultural practices to the speaking of indigenous languages (Hezel, 2010).

The remaining indigenous populations would find themselves governed by these nations who sought complete assimilation. While efforts to influence language, practices, and self expression were enforced by laws and mandates, the truest forms would come in the education systems that aimed at reshaping the minds of the youth. This new system of formal education varied dramatically from the indigenous style of education characterized by oral histories, experiential learning with traditional skills and trades, and a deep connection to cultural values. This developed within these indigenous peoples a sense of double-consciousness, in which two sides of conflicting cultures fought for dominance (“Naval Executive Orders,” n.d.; Du Bois, 1903; “POP Cultures: People of Micronesia,” 2016).