Hawaiian Culture Based Education
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| Author | : Maenette K.P. A Benham |
| Publisher | : Routledge |
| Total Pages | : 278 |
| Release | : 2013-10-18 |
| Genre | : Education |
| ISBN | : 1135459908 |
This comprehensive educational history of public schools in Hawai'i shows and analyzes how dominant cultural and educational policy have affected the education experiences of Native Hawaiians. Drawing on institutional theory as a scholarly lens, the authors focus on four historical cases representing over 150 years of contact with the West. They carefully link historical events, significant people, educational policy, and law to cultural and social consequences for Native Hawaiian children and youth. The authors argue that since the early 1800s, educational policy in Hawai'i emphasizing efficiency has resulted in institutional structures that have degenerated Hawaiian culture, self-image, and sovereignty. Native Hawaiians have often been denied equal access to quality schools and resulting increased economic and social status. These policies were often overtly, or covertly, racist and reflected wider cultural views prevalent across the United States regarding the assimilation of groups into the American mainstream culture. The case of education in Hawai'i is used to initiate a broader discussion of similar historical trends in assimilating children of different backgrounds into the American system of education. The scholarly analysis presented in this book draws out historical, political, cultural, and organizational implications that can be employed to understand other Native and non-Native contexts. Given the increasing cultural diversity of the United States and the perceived failure of the American educational system in light of these changes, this book provides an exceptionally appropriate starting point to begin a discussion about past, present, and future schooling for our nation's children. Because it is written and comes from a Native perspective, the value of the "insider" view is illuminated. This underlying reminder of the Native eye is woven throughout the book in Ha'awina No'ono'o--the sharing of thoughts from the Native Hawaiian author. With its primary focus on the education of native groups, this book is an extraordinary and useful work for scholars, thoughtful practitioners, policymakers, and those interested in Hawai'i, Hawaiian education, and educational policy and theory.
| Author | : Noelani Goodyear-Ka'opua |
| Publisher | : U of Minnesota Press |
| Total Pages | : 385 |
| Release | : 2013-03-22 |
| Genre | : Social Science |
| ISBN | : 0816689091 |
In 1999, Noelani Goodyear-Ka‘ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism. How, Goodyear-Ka‘ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable—and largely suppressed—history of Hawaiian popular learning and literacy. This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural–political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity.
| Author | : Malcolm Nāea Chun |
| Publisher | : CRDG |
| Total Pages | : 45 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 1583510419 |
"Education is a high priority for Native Hawaiian families today, even while many Native Hawaiian children are identified for remedial or special education. But there was a period in Hawaiian history when the literacy rates for Native Hawaiians, both children and adults, was higher than that of the United States. What happened and what can we learn from that situation in addressing the education needs of Native Hawaiians today? In A'o Malcolm Näea Chun takes the reader through the fascinating story of how Native Hawaiians learned, why learning and knowledge were prized in traditional society, and how two systems--native and foreign--combined to achieve one of the highest literacy rates in the world. A'o offers traditional and historical examples that provide insights into the practices of learning and teaching in a native society, bringing together cultural and educational perspectives to help parents, teachers, and administrators develop new ways of learning that are relevant to a culturally based native community"--Publisher's description.
| Author | : Jeremy Garcia |
| Publisher | : IAP |
| Total Pages | : 341 |
| Release | : 2022-01-01 |
| Genre | : Education |
| ISBN | : 1648026923 |
Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.
| Author | : Amy B. Demarest |
| Publisher | : Routledge |
| Total Pages | : 219 |
| Release | : 2014-10-30 |
| Genre | : Education |
| ISBN | : 1317746775 |
Place-based Curriculum Design provides pre-service and practicing teachers both the rationale and tools to create and integrate meaningful, place-based learning experiences for students. Practical, classroom-based curricular examples illustrate how teachers can engage the local and still be accountable to the existing demands of federal, state, and district mandates. Coverage includes connecting the curriculum to students’ outside-of-school lives; using local phenomena or issues to enhance students’ understanding of discipline-based questions; engaging in in-depth explorations of local issues and events to create cross-disciplinary learning experiences, and creating units or sustained learning experiences aimed at engendering social and environmental renewal. An on-line resource (www.routledge.com/9781138013469) provides supplementary materials, including curricular templates, tools for reflective practice, and additional materials for instructors and students.
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 291 |
| Release | : 2019-11-26 |
| Genre | : Education |
| ISBN | : 9004415769 |
Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey. Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.
| Author | : John W. Tippeconnic |
| Publisher | : IAP |
| Total Pages | : 319 |
| Release | : 2021-05-01 |
| Genre | : Social Science |
| ISBN | : 1648024408 |
On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices. On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence. The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
| Author | : Ardel Haefele-Thomas |
| Publisher | : Columbia University Press |
| Total Pages | : 542 |
| Release | : 2019-02-05 |
| Genre | : Social Science |
| ISBN | : 1939594286 |
This is the first introductory textbook intended for transgender/trans studies at the undergraduate level. The book can also be used for related courses in LGBTQ, queer, and gender/feminist studies. It encompasses and connects global contexts, intersecting identities, historic and contemporary issues, literature, history, politics, art, and culture. Ardel Haefele-Thomas embraces the richness of intersecting identities—how race, ethnicity, sexual orientation, class, nation, religion, and ability have cross-influenced to shape the transgender experience and trans culture across and beyond the binary. Written by an accomplished teacher with experience in a wide variety of higher learning institutions, this new text inspires readers to explore not only contemporary transgender issues and experiences but also the global history of gender diversity through the ages. Introduction to Transgender Studies features: -A welcoming approach that creates a safe space for a wide range of students, from those who have never thought about gender issues to those who identify as transgender, trans, nonbinary, agender, and/or gender expansive. -Writings from the Community essays that relate the chapter theme to the lived experiences of trans and LGB people and allies from different parts of the world. -Key concepts, film and media suggestions, topics for discussion, activities, and ideas for writing and research to engage students and serve as a review at exam time. -Instructors’ resources that will be available that include key teaching points with discussion questions, activities, research projects, tips for using the media suggestions, PowerPoint presentations, and sample syllabi for various course configurations. Intended for introductory transgender, LGBTQ+, or gender studies courses through upper-level electives related to the expanding field of transgender studies, this text has been successfully class-tested in community colleges and public and private colleges and universities.
| Author | : Angela Cavender Wilson |
| Publisher | : Santa Fe : School of American Research |
| Total Pages | : 232 |
| Release | : 2005 |
| Genre | : Political Science |
| ISBN | : |
Recognizing an urgent need for Indigenous liberation strategies, Indigenous intellectuals met to create a book with hands-on suggestions and activities to enable Indigenous communities to decolonize themselves. The authors begin with the belief that Indigenous Peoples have the power, strength, and intelligence to develop culturally specific decolonization strategies for their own communities and thereby systematically pursue their own liberation. These scholars and writers demystify the language of colonization and decolonization to help Indigenous communities identify useful concepts, terms, and intellectual frameworks in their struggles toward liberation and self-determination. This handbook covers a wide range of topics, including Indigenous governance, education, language, oral tradition, repatriation, images and stereotypes, and truth-telling. It aims to facilitate critical thinking while offering recommendations for fostering community discussions and plans for meaningful community action.
| Author | : Elizabeth Ann McKinley |
| Publisher | : Springer |
| Total Pages | : 0 |
| Release | : 2019-05-23 |
| Genre | : Education |
| ISBN | : 9789811038983 |
This book is a state-of-the-art reference work that defines and frames the state of thinking, research and practice in indigenous education. The book provides an authoritative overview of the subject in one text. The work sits within the context of The UN Declaration of the Rights of Indigenous Peoples that states “Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education” (Article 14.1). Twenty-five years ago a book of this nature would have been largely written by non-Indigenous researchers about Indigenous people and education. Today Indigenous researchers can write this work about and for themselves and others. The book is comprehensive in its coverage. Authors are drawn from various individual jurisdictions that have significant indigenous populations where the issues include language, culture and identity, and indigenous people’s participation in society. It brings together multiple streams of research by ‘new’ indigenous voices. The book also brings together a wide range of educational topics including early childhood education, educational governance, teacher education, curriculum, pedagogy, educational psychology, etc. The focus of one body of work on Indigenous education is a welcome enhancement to the pursuit of the field of Indigenous educational aspirations and development.
