Reclaiming, Resisting and Representing: Makings Space for Palauan Knowledge in a Pacific Islander Serving Institution
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Abstract
Little research exists on the specific ways that Indigenous Knowledge is integrated into institutions of higher education across the U.S.-affiliated islands of Micronesia. This research study highlights the existence of Palauan Knowledge within Palau Community College. An Indigenous paradigm (Wilson, 2003) is utilized to align with Palauan values of respect (omenguul), responsibility (ngerachel), care and compassion (klechubechub). Through interviews (chelededuch) with nine collaborators, in addition to field notes, observations, and archival documents, this study was guided by the following questions: How is Indigenous Knowledge incorporated within Palau Community College (PCC)? Secondly, how do stories from Indigenous teachers and Indigenous learning environments inform PCC? Findings from this study reveal experiences of separation from Palauan Knowledge and the actions some collaborators took to preserve Palauan Knowledge. Collaborators’ narratives highlight several instances where Palauan knowledge is honored within the college through visual and oral representations and with academic and community programming. Continuity of Palauan Knowledge through ongoing opportunities to sustain practices in and outside the college is explored in the final reflections of collaborators. They continue to challenge perspectives that Indigenous Knowledge is in the past and instead is evolving. Ultimately, this study lays a foundation for continued inquiry and reflection of the college to continue to interrogate the ways that Palau Community College elevates Indigenous Knowledge.
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