This article is a correction to:
Online photovoice to engage indigenous Cook Islands youth in the exploration of social and ecological wellbeing amidst a global disruption
Roxane de Waegh
Rerekura Teaurere
Mark Orams
Michael Lück3,4- 1Faculty of Culture and Society, Department of Hospitality and Tourism, Auckland University of Technology, Auckland, New Zealand
- 2Vice Chancellor's Office, Auckland University of Technology, Auckland, New Zealand
- 3Independent Researcher, Örnsköldsvik, Sweden
- 4Sustainability Research Centre, University of the Sunshine Coast, Maroochydore, QLD, Australia
A corrigendum on
Online photovoice to engage indigenous Cook Islands youth in the exploration of social and ecological wellbeing amidst a global disruption
by Waegh, R. d., Teaurere, R., Orams, M., and Lück, M. (2023). Front. Sustain. Tour. 2:1172034. doi: 10.3389/frsut.2023.1172034
In the published article, there was an error in the caption of Figure 1 as published. “Endeman” should have been spelled “Endemann.” The corrected Figure 1 caption appears below.
Figure 1. The Fonofale model of health (Pulotu-Endemann, 2001).
In the published article, there was an error in the caption of Figure 2 as published. “Maua-Hodges” should have been spelled “Maua-Hodges'.” The corrected Figure 2 caption appears below.
Figure 2. The five Cook Islands values in Maua-Hodges' tivaevae model (Hunter et al., 2018).
In the published article, there was an error in the caption of Figure 5 as published. “planation” should have been spelled “plantation” and “indigenous youth participant” should have been “an indigenous youth participant.” The corrected Figure 5 caption appears below.
Figure 5. Photograph of a taro plantation in Rarotonga, Cook Islands taken by an indigenous youth participant.
In the published article, the reference Hunter et al., 2015 was incorrectly written as Hunter, E., Thusanth, S., McCalman, J., and Gopalkrishnan, N. (2015). Mental health in the island nations of the Western Pacific: a rapid review of the literature. Australasian Psychiatr. 23, 9–12. It should be Hunter, R., Hunter, J., and Anthony, G. (2018). Joining the pieces of the tivaevae to enact strength-based mathematics for Pasifika students in Aotearoa New Zealand. Ipu Kereru. Retrieved 20 March 2023 from https://nzareblog.wordpress.com/2018/05/29/tivaevae-1/.
In the published article, the name of one of the authors was incorrectly spelled in the reference Pulotu-Endeman, 2001 as Pulotu-Endeman, F. (2001). Fonofale Model of Health. 15. Wellington, NZ: Mental Health Commission. It should be Pulotu-Endemann, F. (2001). Fonofale Model of Health. 15. Wellington, NZ: Mental Health Commission.
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 2. This sentence previously stated:
“In addition to the socio-economic and environmental impacts of colonial interventions and the promulgation of neoliberal development policies, studies demonstrate how colonization and Christianisation negatively impacted the ways of learning and education systems of Pacific Island societies (Taufe'ulungaki, 2004; Thaman, 2008; Johansson-Fua, 2016; Taumoefolau, 2019).”
The corrected sentence appears below:
“In addition to the socio-economic and environmental impacts of colonial interventions and the promulgation of neoliberal development policies, studies demonstrate how colonization and Christianisation negatively impacted the traditional ways of learning and education systems of Pacific Islands people (Taufe'ulungaki, 2004; Thaman, 2008; Johansson-Fua, 2016; Taumoefolau, 2019).”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 2. This sentence previously stated:
“According to McCaffery and McFall-McCaffery (2010), the maintenance of is critical for Pacific communities, especially for those whose languages have been classified as endangered, such as Cook Island Māori and its dialects which have been replaced with the increasing use of the English language.”
The corrected sentence appears below:
“According to McCaffery and McFall-McCaffery (2010), the maintenance of language is critical for Pacific communities, especially for those whose languages have been classified as endangered, such as Cook Islands Māori and its dialects which have been replaced with the increasing use of the English language.”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 2. This sentence previously stated:
“From this position, both indigenous and non-indigenous scholars argue that the introduction of literacy and the forced application of English transformed the oral traditions of Pacific island societies, thereby marking one of the most significant cultural and social changes in the region to date (Smith Tuhiwai, 1999; Hau'ofa, 2008; Thaman, 2008; Vaka'uta, 2011; Lange, 2017).”
The corrected sentence appears below:
“From this position, both indigenous and non-indigenous scholars argue that the introduction of literacy and the forced application of English transformed the oral traditions of Pacific Islands societies, thereby marking one of the most significant cultural and social changes in the region to date (Smith Tuhiwai, 1999; Hau'ofa, 2008; Thaman, 2008; Vaka'uta, 2011; Lange, 2017).”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 4. This sentence previously stated:
“This in turn influences the self- image and aspirations of indigenous peoples through a processes known as the sociality of coloniality (Maldonado-Torres, 2013).”
The corrected sentence appears below:
“This in turn influences the self- image and aspirations of indigenous peoples through a process known as the sociality of coloniality (Maldonado-Torres, 2013).”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 5, footnote 1. This sentence previously stated:
“In Cook Island Māori E'Aito means a warrior, and Tiaki Ipukarea means guardians of the land for future generations.”
The corrected sentence appears below:
“In Cook Islands Māori E'Aito means a warrior, and Tiaki Ipukarea means guardians of the land for future generations.”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.1. The risk of perpetuating foreign victimhood narratives of indigenous peoples, paragraph 6. This sentence previously stated:
“This is followed by a discussion on the adaptation of photovoice for online use to conduct remote qualitative data collection admits the global disruption of COVID-19.”
The corrected sentence appears below:
“This is followed by a discussion on the adaptation of photovoice for online use to conduct remote qualitative data collection amidst the global disruption of COVID-19.”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.2. Indigenous Pacific understanding of wellbeing, paragraph 4. This sentence previously stated:
“In addition to emphasizing the relationship between land and people, Pacific models of wellbeing are comprised of multiple individual elements from many small island nations, including Samoa, the Tonga, the Cook Islands, and Niue (Pulotu-Endemann and Tu'itahi, 2009).”
The corrected sentence appears below:
“In addition to emphasizing the relationship between land and people, Pacific models of wellbeing are comprised of multiple individual elements from many small island nations, including Samoa, Tonga, the Cook Islands, and Niue (Pulotu-Endemann and Tu'itahi, 2009).”
In the published article, there was an error. A correction has been made to 1. Foreign representations of indigenous peoples and places, 1.2. Indigenous Pacific understanding of wellbeing, paragraph 6. This sentence previously stated:
“According to Rongokea (2001), the tivaevae patterns illustrate the social, cultural, historical, spiritual and religious, economic and political representations of Cook Island culture.”
The corrected sentence appears below:
“According to Rongokea (2001), the tivaevae patterns illustrate the social, cultural, historical, spiritual and religious, economic and political representations of the Cook Islands' culture.”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1. Modifying photovoice for culturally responsive research, paragraph 2. This sentence previously stated:
“For instance, during the making of the tivaevae, the concept of akari kite (shared vision) holds great importance among Cook Islands women constructing the tapestry.”
The corrected sentence appears below:
“For instance, during the making of the tivaevae, the concept of akairi kite (shared vision) holds great importance among Cook Islands women constructing the tapestry.”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1 Modifying photovoice for culturally responsive research, paragraph 2. This sentence previously stated:
“Teremoana Maua-Hodges, a renown leader in Pasifika education, adopted the tivaevae metaphor to underpin education and research in culturally responsive ways (Maua-Hodges, 2000).”
The corrected sentence appears below:
“Teremoana Maua-Hodges, a renowned leader in Pasifika education, adopted the tivaevae metaphor to underpin education and research in culturally responsive ways (Maua-Hodges, 2000).”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1 Modifying photovoice for culturally responsive research, paragraph 2. This sentence previously stated:
“The application of tivaevae as theoretical model for culturally responsive education and research comprises five key values: taokotai (collaboration), tu akangateitei (respect), uriuri kite (reciprocity), tu inangaro (relationships), and akairi kite (shared vision).”
The corrected sentence appears below:
“The application of tivaevae as a theoretical model for culturally responsive education and research comprises five key values: taokotai (collaboration), tu akangateitei (respect), uriuri kite (reciprocity), tu inangaro (relationships), and akairi kite (shared vision).”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1. Modifying photovoice for culturally responsive research, paragraph 2. This sentence previously stated:
“According the Rongokea (2001), the value of having a shared vision is culturally responsive because it recognizes the principles of akangateitei (respect), tu akakoromaki (patience), and tu kauraro (humility).”
The corrected sentence appears below:
“According to Rongokea (2001), the value of having a shared vision is culturally responsive because it recognizes the principles of tu akangateitei (respect), tu akakoromaki (patience), and tu kauraro (humility).”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1. Modifying photovoice for culturally responsive research, paragraph 3. This sentence previously stated:
“The reciprocal practices between teachers and students, researchers and participants, families and communities, is also represented in the making of the tivaevae as women develop urirui kite (reciprocity) to produce akairi kiti (shared vision).”
The corrected sentence appears below:
“The reciprocal practices between teachers and students, researchers and participants, families and communities, are also represented in the making of the tivaevae as women develop uriuri kite (reciprocity) to produce akairi kite (shared vision).”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.1. Modifying photovoice for culturally responsive research, paragraph 3. This sentence previously stated:
“In summary, the tivaevae is a collaborative process of developing relationship over time, whereby the weaving of the tivaevae symbolizes the cultural values of a society that are considered essential to creating and sustaining a healthy community (Merriam and Mohamad, 2000).”
The corrected sentence appears below:
“In summary, the tivaevae is a collaborative process of developing relationships over time, whereby the weaving of the tivaevae symbolizes the cultural values of a society that are considered essential to creating and sustaining a healthy community (Merriam and Mohamad, 2000).”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.2. Adapting qualitative research for remote online data collection, paragraph 1. This sentence previously stated:
“On a similar note, Liebenberg (2018) emphasize the importance of building rapport between participants and facilitators for conscious building and developing trust, particularly with photovoice studies that involve marginalized, rural, or vulnerable communities who may not be able to afford and/or have access to internet technology.”
The corrected sentence appears below:
“On a similar note, Liebenberg (2018) emphasizes the importance of building rapport between participants and facilitators for conscious building and developing trust, particularly with photovoice studies that involve marginalized, rural, or vulnerable communities who may not be able to afford and/or have access to internet technology.”
In the published article, there was an error. A correction has been made to 2. The method: photovoice, 2.2. Adapting qualitative research for remote online data collection, 2.2.1. Online photovoice research, paragraph 3. This sentence previously stated:
“Video conferencing has also been used to gain access to larger and more diverse populations (Deakin and Wakefield, 2014), conduct research with participants over a large geographical spread (Archibald et al., 2019), interview more participants in a shorter amount of time eliminating travel (Winiarska, 2017), and reduce unpredictable circumstances, such as poor weather conditions that would deter participants from meeting face-to-face (Sedgwick and Spiers, 2009).”
The corrected sentence appears below:
“Video conferencing has also been used to gain access to larger and more diverse populations (Deakin and Wakefield, 2014), conduct research with participants over a large geographical spread (Archibald et al., 2019), interview more participants in a shorter amount of time by eliminating travel (Winiarska, 2017), and reduce unpredictable circumstances, such as poor weather conditions that would deter participants from meeting face-to-face (Sedgwick and Spiers, 2009).”
In the published article, there was an error. A correction has been made to 3. The Setting, paragraph 1. This sentence previously stated:
“The Cook Island economy has been described as “a small, open economy, dependent on imports, and whose economic growth is heavily reliant on the export sector dominated by tourism services accounting for about 70% of economic output” (Cooke et al., 2021, p. 260).”
The corrected sentence appears below:
“The Cook Islands' economy has been described as “a small, open economy, dependent on imports, and whose economic growth is heavily reliant on the export sector dominated by tourism services accounting for about 70% of economic output” (Cooke et al., 2021, p. 260).”
In the published article, there was an error. A correction has been made to 3. The Setting, paragraph 3. This sentence previously stated:
“Much of the literature that explores the double exposure presented by the climate change-tourism nexus in the Cook Islands and other PICs societies have a tendency to focus on the economic impacts of a storm, rather than the social and/or ecological impacts (Adger et al., 2011; Hallegatte, 2016; Fankhauser, 2017).”
The corrected sentence appears below:
“Much of the literature that explores the double exposure presented by the climate change-tourism nexus in the Cook Islands and other PICs have a tendency to focus on the economic impacts of a storm, rather than the social and/or ecological impacts (Adger et al., 2011; Hallegatte, 2016; Fankhauser, 2017).”
In the published article, there was an error. Throughout the article, “Korero o te ‘Orau” should have been spelled as “Korero o te‘Orau.”
In the published article, there was an error. A correction has been made to 4. The recruitment of indigenous youth participants, paragraph 1. This sentence previously stated:
“Since the Ā tui'anga ki te Tango programme had only been in operation since 2017, there were limited available students that would be eligible to participate.”
The corrected sentence appears below:
“Since the 'Ātui'anga ki te Tango programme had only been in operation since 2017, there were limited available students that would be eligible to participate.”
In the published article, there was an error. A correction has been made to 4. The recruitment of indigenous youth participants, 4.1. Photovoice data collection process, paragraph 1. This sentence previously stated:
“However, this was not perceived as a challenge due to the remote nature of the research and the flexibility offered by modified online photovoice technique.”
The corrected sentence appears below:
“However, this was not perceived as a challenge due to the remote nature of the research and the flexibility offered by the modified online photovoice technique.”
In the published article, there was an error. A correction has been made to 4. The recruitment of indigenous youth participants, 4.1. Photovoice data collection process, paragraph 4. This sentence previously stated:
“In this way, youth participants were free to respond to the open-ended questions as they wish, and the researchers probed these responses by asking follow-up questions to obtain additional information and gain a better understanding of the participants viewpoint (Adams et al., 2010).”
The corrected sentence appears below:
“In this way, youth participants were free to respond to the open-ended questions as they wish, and the researchers probed these responses by asking follow-up questions to obtain additional information and gain a better understanding of the participants' viewpoint (Adams et al., 2010).”
In the published article, there was an error. A correction has been made to 5. Results: key lessons learned in applying photovoice and Zoom as research tools, paragraph 1. This sentence previously stated:
“The aim of this article is to illustrate the potential of online photovoice through the use Zoom as a qualitative research tools to enable remote data collection while maintaining meaningful engagement with youth participants in the exploration of social and ecological wellbeing during the disruption of COVID-19.”
The corrected sentence appears below:
“The aim of this article is to illustrate the potential of online photovoice through the use of Zoom as a qualitative research tool to enable remote data collection while maintaining meaningful engagement with youth participants in the exploration of social and ecological wellbeing during the disruption of COVID-19.”
In the published article, there was an error. A correction has been made to 5. Results: key lessons learned in applying photovoice and Zoom as research tools, paragraph 9. This sentence previously stated:
“Since the youth participants had only even participated in one photovoice project, there were not able to compare their online photovoice experience with in face-to-face photovoice project.”
The corrected sentence appears below:
“Since the youth participants had only ever participated in one photovoice project, they were not able to compare their online photovoice experience with a face-to-face photovoice project.”
The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
References
Adams, A., Theodore, D., Goldenberg, E., McLaren, C., and McKeever, P. (2010). Kids in the atrium: comparing architectural intentions and children's experiences in a pediatric hospital lobby. Soc. Sci. Med. 70, 658–667. doi: 10.1016/j.socscimed.2009.10.049
Adger, W. N., Brown, K., Nelson, D. R., Berkes, F., Eakin, H., Folke, C., et al. (2011). Resilience implications of policy responses to climate change. Wiley Interdiscip. Rev. Clim. Change 2, 757–766. doi: 10.1002/wcc.133
Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., and Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. Int. J. Qual. Methods 18, 1609406919874596. doi: 10.1177/1609406919874596
Cooke, N., Hayes, I., and Moncada, S. (2021). Resilience Building to COVID-19 in the Pacific: A Cook Islands Case Study.
Deakin, H., and Wakefield, K. (2014). Skype interviewing: reflections of two PhD researchers. Qual. Res. 14, 603–616. doi: 10.1177/1468794113488126
Fankhauser, S. (2017). Adaptation to climate change. Ann. Rev. Resour. Econ. 9, 209–230. doi: 10.1146/annurev-resource-100516-033554
Hunter, R., Hunter, J., and Anthony, G. (2018). Joining the Pieces of the Tivaevae to Enact Strength-based Mathematics for Pasifika Students in Aotearoa New Zealand. Ipu Kereru. Available online at: https://nzareblog.wordpress.com/2018/05/29/tivaevae-1/ (accessed 20 March 2023).
Johansson-Fua, S. U. (2016). The Oceanic researcher and the search for a space in comparative and international education. Int. Educ. J. Comp. Perspect. 15, 30–41.
Lange, R. T. (2017). Island Ministers: Indigenous Leadership in Nineteenth Century Pacific Islands Christianity. Canberra, ACT: Pandanus Books.
Liebenberg, L. (2018). Thinking critically about photovoice: achieving empowerment and social change. Int. J. Qual. Methods 17, 1609406918757631. doi: 10.1177/1609406918757631
Maldonado-Torres, N. (2013). “On the coloniality of being: contributions to the development of a concept1,” in Globalization and the Decolonial Option, eds W. D. Mignolo, and Escobar (London: Routledge), 94–124.
Maua-Hodges, T. (2000). Ako pai ki Aitutaki: Transporting or Weaving Cultures: Research Report of Field Experiences to the Cook Islands. Wellington: Wellington College of Education.
McCaffery, J., and McFall-McCaffery, J. T. (2010). O Tatou O Aga'I I Fea?/'Oku Tau O Ki Fe?/Where Are We Heading? Pacific languages in Aotearoa/New Zealand. AlterNative 6, 86–121. doi: 10.1177/117718011000600203
Merriam, S. B., and Mohamad, M. (2000). How cultural values shape learning in older adulthood: the case of Malaysia. Adult Educ. Quart. 51, 45–63. doi: 10.1177/074171360005100104
Pulotu-Endemann, F. K., and Tu'itahi, S. (2009). Fonofale: Model of Health. Fuimaono Karl Pulotu-Endemann.
Rongokea, L. (2001). The Art of Tivaevae: Traditional Cook Islands Quilting. Honolulu: University of Hawaii Press.
Sedgwick, M., and Spiers, J. (2009). The use of videoconferencing as a medium for the qualitative interview. Int. J. Qual. Methods 8, 1–11. doi: 10.1177/160940690900800101
Smith Tuhiwai, L. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. London: Zedbooks Ltd.
Taufe'ulungaki, A. (2004). Fonua: reclaiming Pacific communities in Aotearoa. LotuMo'ui: Pacific Health Symposium Counties-Manukau District Health Board. Auckland: Waipuna Hotel.
Thaman, K. H. (2008). “Nurturing relationships and honouring responsibilities: a pacific perspective,” in Living Together (New York, NY: Springer), 173–187. doi: 10.1007/978-1-4020-9816-1_11
Vaka'uta, N. (2011). Reading Ezra 9/10 Tu'a-wise: Rethinking Biblical Interpretation in Oceania. Atlanta, GA: Society of Biblical Literature.
Keywords: photovoice, Zoom, indigenous youth, local research partnerships, social and ecological wellbeing, global disruption, tourism, Pacific Island states
Citation: Waegh Rd, Teaurere R, Orams M and Lück M (2023) Corrigendum: Online photovoice to engage indigenous Cook Islands youth in the exploration of social and ecological wellbeing amidst a global disruption. Front. Sustain. Tour. 2:1254931. doi: 10.3389/frsut.2023.1254931
Received: 07 July 2023; Accepted: 02 August 2023;
Published: 17 August 2023.
Edited and reviewed by: Frontiers Editorial Office, Frontiers Media SA, Switzerland
Copyright © 2023 Waegh, Teaurere, Orams and Lück. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Roxane de Waegh, cm94YW5lLmRld2FlZ2gmI3gwMDA0MDthdXR1bmkuYWMubno=