Navigating (S)Pacific Classrooms: Exploring Indigenous Pacific Islander Metaphors in First-Year Composition

Abstract

This dissertation argues for the use of metaphor as a means of teaching first-year composition that values Indigenous cultures and identities, and as a way for Indigenous non-Pacific Islander and Indigenous Pacific Islander students to be able to succeed in the college classroom. The research in this project draws upon the field of Indigenous and Western pedagogies, including Place, Land, and ‘Āina-based education, as well as that of Composition and Rhetoric, to articulate the complexity of literacy and learning practices in general, but particularly in Indigenous cultures, in order to make a case for metaphor as one way to address our struggles in the university setting, and writing courses specifically. One component of this project is to suggest that not enough is being done to combat the evolving landscape of education within which Indigenous students are striving to succeed. Another is to suggest that more accountability needs to be taken on the part of both Indigenous and non-Indigenous instructors in making sure we’re identifying and addressing the pedagogical needs of Indigenous students. Additionally, through a tracing of the history of English and Composition studies respectively, this project seeks to understand the origin(s) of the ongoing indifference between instructors of composition and of literature.