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Remember the arrivals of Mā’ohi ancestors who traversed the sea and surged upon the shores. Over generations, many groups explored and peopled te fenua, travelling around the archipelagos by va’a and on bare foot. Te nūna’a Mā’ohi built up the land, and the land built up te nūna’a, with fare, fa’apū, tumu, marae, and stories. Te fenua and te nūna’a shared experiences and developed knowledges, year in, year out, together. 

In other worlds, those we call popa’āwere knowing and being in very different ways. Over time, te popa’ābuilt physical, spiritual, and epistemic walls to imagine a separation between themselves and the land. They dreamed of knowing without relation, and called it “objectivity.” Adrift in the violent nightmares of their mindless fantasies, te popa’ābecame ungrounded. They tried to fill this existential void through stories of supremacism, which they acted out through projects of transoceanic conquest. In their empty confusion, te popa’ācame to te fenua Mā’ohi with greed, envy, arrogance, disease, and weapons of mass destruction. 

Whether through deliberate genocide or oblivious indifference, popa’āarrivals decimated Mā’ohi communities, as local populations fell by 80% to 90%. This formative trauma foreshadowed disasters to come. Te popa’āstole te fenua’s physical wealth on a massive scale, and then imposed a nuclear weapons testing program, bringing radioactive waste, cancer, and other illness. Te popa’ātimed the introduction of mass tourism with atomic testing, to obscure the social, economic, and environmental impacts of the nuclear program. They deceived ta’ata Mā’ohi with empty stories, progressively luring many ta’ata into a modern nuclear-tourism future of individualism, wage labor, cash economies, consumer advertising, broadcast entertainment, artificial scarcity, and nuclear family subdivisions. Te popa’āsought to break the bond between te ta’ata and te fenua. They did not know, this bond cannot be broken. 

The popa’āproject of supremacist colonial modernization is ongoing. But so is the Mā’ohi project of knowing and growing with the land. 

Tahitian language glossary

fare house(s), building(s)

feafea (i) thinking (of, about)

fenua land(s), territory(ies), world(s)

fa’apū garden(s); place(s) for growing crops

nūna’a people, peoples, nation(s)

Mā’ohi Indigenous to French Polynesia

marae ceremonial pavilion(s)

miti salt water; sea(s)

o of

popa’ā the people who think they are white

te the, a, an, some

ta’ata person, people, human(s)

tumu tree(s); root(s)

va’a canoe(s); sailing canoe(s)

Photo: Maupiti lagoon. Text, photo and layout by Teo Akande Wickland. Made with Mā’ohi, Black American, Latinx, queer, feminist and modern/colonial knowledges.

Wickland, Teo Akande. "Feafea i te miti o te fenua ." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11, 2023

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

This report was published by the Minnesota Department of Human Services. 

This is a legislative report produced by Department of Human Services following up on SF 119, an act creating a new certification for Community Paramedics. 

In 2011, the Minnesota Legislature passed and Governor Dayton signed SF 119, creating a new certification for Community Paramedics. The law included language directing the Department of Human Services to create this report.

This report outlines specified services and payment rates for these services to be performed by community paramedics. The contents of this report are the result of extensive research and consultation with a workgroup conveined by the DHS consisting of representatives of emergency medical service providers, physicians, public health nurses, community health workers, and local public health agencies.

The DHS embarked on the process of researching, collecting, and compiling data for this report durring the summer and fall of 2011.

This report does not specifically address disaster, however it shows a new trend in primary care medicine, taking it out of doctor's offices and hospital emergency rooms and bringing it into people's residences. Recent trends have shown massive increases in ED usage for non emergency conditions, causing a shortage in beds and resources. The communuty paramedic program has the purpose of "respond[ing] to identified health needs in underserved communities, ultimately improving the quality of life and health of rural and remote citizens and visitors." The report also cites previous community paramedic programs in Fort Worth, TX, and Nova Scotia, Canada, where the program was shown to decrease ED usage by 23% and reduce costs by over $2 million. 

This report has a massive implication for technical professionals in the medical field, creating an entirely new certification for health care practitioners to hold and work with. 

From the information provided and resources available I was unable to determing if this report has been used elsewhere.