Carlos Andrade
- Published in print:
- 2008
- Published Online:
- November 2016
- ISBN:
- 9780824831196
- eISBN:
- 9780824868826
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824831196.001.0001
- Subject:
- Society and Culture, Pacific Studies
Hā'ena is a land steeped in antiquity yet vibrantly beautiful today as any fantasy of a tropical paradise. He 'aina momona, a rich and fertile land linked to the sea and the rising and setting sun, ...
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Hā'ena is a land steeped in antiquity yet vibrantly beautiful today as any fantasy of a tropical paradise. He 'aina momona, a rich and fertile land linked to the sea and the rising and setting sun, is a place of gods and goddesses. It epitomizes the best that can be found in the district of northwestern Kaua'i, known to aboriginal people of Hawai'i as Halele'a (House of Pleasure and Delight). This book offers a unique perspective in the complex story of the ahupua'a of Hā'ena by examining the unique relationships developed by Hawaiians with the environment as well as the system used to look after the land and the sea. It also explores the changes wrought by concepts and perceptions introduced by European, American, and Asian immigrants; the impact of land privatization as Hawai'i struggled to preserve its independence; and the influence of the Mahele of 1848 and the Kuleana Act of 1850 on Hā'ena. Part of this story includes a description of the thirty-nine Hawaiians who pooled their resources, bought the entire ahupua'a of Hā'ena, and held it in common from the late 1800s to 1967. Lastly, the book collects the stories of kupuna who share their experiences of life in Hā'ena and surrounding areas, capturing a way of life that is quickly disappearing beneath the rising tide of non-Native people who now inhabit the land.Less
Hā'ena is a land steeped in antiquity yet vibrantly beautiful today as any fantasy of a tropical paradise. He 'aina momona, a rich and fertile land linked to the sea and the rising and setting sun, is a place of gods and goddesses. It epitomizes the best that can be found in the district of northwestern Kaua'i, known to aboriginal people of Hawai'i as Halele'a (House of Pleasure and Delight). This book offers a unique perspective in the complex story of the ahupua'a of Hā'ena by examining the unique relationships developed by Hawaiians with the environment as well as the system used to look after the land and the sea. It also explores the changes wrought by concepts and perceptions introduced by European, American, and Asian immigrants; the impact of land privatization as Hawai'i struggled to preserve its independence; and the influence of the Mahele of 1848 and the Kuleana Act of 1850 on Hā'ena. Part of this story includes a description of the thirty-nine Hawaiians who pooled their resources, bought the entire ahupua'a of Hā'ena, and held it in common from the late 1800s to 1967. Lastly, the book collects the stories of kupuna who share their experiences of life in Hā'ena and surrounding areas, capturing a way of life that is quickly disappearing beneath the rising tide of non-Native people who now inhabit the land.
John W. Troutman
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781469627922
- eISBN:
- 9781469627946
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627922.003.0009
- Subject:
- Music, History, American
This epilogue details recent efforts by a number of Hawaiians to both celebrate the Hawaiian history of the steel guitar, as well as to rejuvenate interest in playing the instrument in Hawai‘i. It ...
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This epilogue details recent efforts by a number of Hawaiians to both celebrate the Hawaiian history of the steel guitar, as well as to rejuvenate interest in playing the instrument in Hawai‘i. It details Alan Akaka’s continued efforts to teach the steel guitar through his Hawaiian music school in Kailua, Ke Kula Mele Hawai‘i, as well as his involvement in a legislative battle over naming the state’s official musical instrument. It examines the recent installation of a statue of Joseph Kekuku in Lā’ie’s Polynesian Cultural Center and the efforts of Ka‘iwa Meyer, a descendant of Kekuku’s sister, to teach steel guitar to children in the community. It also features steel guitarist Ron Johnson, a resident of Kahana, who treats the steel guitar as a kuleana, or cultural responsibility, much like tending to his taro.Less
This epilogue details recent efforts by a number of Hawaiians to both celebrate the Hawaiian history of the steel guitar, as well as to rejuvenate interest in playing the instrument in Hawai‘i. It details Alan Akaka’s continued efforts to teach the steel guitar through his Hawaiian music school in Kailua, Ke Kula Mele Hawai‘i, as well as his involvement in a legislative battle over naming the state’s official musical instrument. It examines the recent installation of a statue of Joseph Kekuku in Lā’ie’s Polynesian Cultural Center and the efforts of Ka‘iwa Meyer, a descendant of Kekuku’s sister, to teach steel guitar to children in the community. It also features steel guitarist Ron Johnson, a resident of Kahana, who treats the steel guitar as a kuleana, or cultural responsibility, much like tending to his taro.
Mary Tuti Baker
- Published in print:
- 2015
- Published Online:
- November 2016
- ISBN:
- 9780824847593
- eISBN:
- 9780824868215
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824847593.003.0032
- Subject:
- Anthropology, Social and Cultural Anthropology
This chapter introduces the struggles between subsistence and cash economies on Moloka‘i, Hawai‘i. It highlights how the Kānaka ‘Ōiwi spiritual values of aloha (love as reciprocity), kuleana ...
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This chapter introduces the struggles between subsistence and cash economies on Moloka‘i, Hawai‘i. It highlights how the Kānaka ‘Ōiwi spiritual values of aloha (love as reciprocity), kuleana (responsibility to community), and mālama ‘āina (stewardship of the land) are threatened by the globalization of Moloka‘i by corporate development projects. Kanaka ‘Ōiwi on Moloka‘i stress the importance of traditional Hawaiian knowledge and practices in their social and economic life. Even though they may not always agree on strategies for political action, these shared values contribute to their ability to resist detrimental economic forces that threaten the balance between subsistence and cash economies on their island.Less
This chapter introduces the struggles between subsistence and cash economies on Moloka‘i, Hawai‘i. It highlights how the Kānaka ‘Ōiwi spiritual values of aloha (love as reciprocity), kuleana (responsibility to community), and mālama ‘āina (stewardship of the land) are threatened by the globalization of Moloka‘i by corporate development projects. Kanaka ‘Ōiwi on Moloka‘i stress the importance of traditional Hawaiian knowledge and practices in their social and economic life. Even though they may not always agree on strategies for political action, these shared values contribute to their ability to resist detrimental economic forces that threaten the balance between subsistence and cash economies on their island.
Noelani Goodyear-Ka'opua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.001.0001
- Subject:
- Education, Educational Policy and Politics
Sovereign pedagogies provides an ethnographic study of Hālau Kū Māna, a public charter school that makes ʻŌiwi Hawaiʻi (Indigenous Hawaiian) culture its educational foundation. I chart connections ...
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Sovereign pedagogies provides an ethnographic study of Hālau Kū Māna, a public charter school that makes ʻŌiwi Hawaiʻi (Indigenous Hawaiian) culture its educational foundation. I chart connections between the work of teachers and students at this school with broader Hawaiian social struggles for cultural persistence and political power. Under a settler state system made possible through the seizure of Hawaiian national lands and institutions a century earlier, 21st century Hawaiian charter school operators articulate pedagogies of survivance and self-determination while limited by contemporary structures of settler colonialism, such as the No Child Left Behind law. What struggles emerge when teaching Indigenous cultural knowledges within institutions built to marginalize and displace them? What educational possibilities are produced when teachers and students try to reside in and learn from these tensions rather than ignoring or attempting to transcend them? How do an Indigenous people use schooling to maintain and transform a collective sense of purpose and interconnection—of nationhood—in the face of forces of imperialism and settler colonialism? What roles do identity, race, gender and place play in these processes? This book shows the ways the provisions of the NCLB law have significantly limited the transformative power of Indigenous educational initiatives. As a reassimilative and disciplining force, NCLB perpetuates ongoing settler colonial logics of elimination and containment. I illustrate why the construction and maintenance of Indigenous educational enclaves within settler colonial structures is insufficient to changing persistent historical injustices.Less
Sovereign pedagogies provides an ethnographic study of Hālau Kū Māna, a public charter school that makes ʻŌiwi Hawaiʻi (Indigenous Hawaiian) culture its educational foundation. I chart connections between the work of teachers and students at this school with broader Hawaiian social struggles for cultural persistence and political power. Under a settler state system made possible through the seizure of Hawaiian national lands and institutions a century earlier, 21st century Hawaiian charter school operators articulate pedagogies of survivance and self-determination while limited by contemporary structures of settler colonialism, such as the No Child Left Behind law. What struggles emerge when teaching Indigenous cultural knowledges within institutions built to marginalize and displace them? What educational possibilities are produced when teachers and students try to reside in and learn from these tensions rather than ignoring or attempting to transcend them? How do an Indigenous people use schooling to maintain and transform a collective sense of purpose and interconnection—of nationhood—in the face of forces of imperialism and settler colonialism? What roles do identity, race, gender and place play in these processes? This book shows the ways the provisions of the NCLB law have significantly limited the transformative power of Indigenous educational initiatives. As a reassimilative and disciplining force, NCLB perpetuates ongoing settler colonial logics of elimination and containment. I illustrate why the construction and maintenance of Indigenous educational enclaves within settler colonial structures is insufficient to changing persistent historical injustices.
Carlos Andrade
- Published in print:
- 2008
- Published Online:
- November 2016
- ISBN:
- 9780824831196
- eISBN:
- 9780824868826
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824831196.003.0004
- Subject:
- Society and Culture, Pacific Studies
This chapter examines the impact of the Mahele and Kuleana Act on landholding in Hā'ena. It first explains how Hā'ena was awarded to Abner Pākī, a powerful ali'i closely allied with the Kamehameha ...
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This chapter examines the impact of the Mahele and Kuleana Act on landholding in Hā'ena. It first explains how Hā'ena was awarded to Abner Pākī, a powerful ali'i closely allied with the Kamehameha family, by virtue of Mahele 1848. It then discusses Pākī's appointment of Kekela, a close relative, as konohiki of Hā'ena. It also considers how maka'āinana can receive an award of land under the Kuleana Act of 1850; selling of ahupua'a to groups of maka'āinana who organized hui kū'ai 'āina (cooperatives to buy land) as a means to raise the cash necessary to purchase lands being offered for sale; and the kinds of hardships faced by maka'āinana as they adjusted to the new property regime.Less
This chapter examines the impact of the Mahele and Kuleana Act on landholding in Hā'ena. It first explains how Hā'ena was awarded to Abner Pākī, a powerful ali'i closely allied with the Kamehameha family, by virtue of Mahele 1848. It then discusses Pākī's appointment of Kekela, a close relative, as konohiki of Hā'ena. It also considers how maka'āinana can receive an award of land under the Kuleana Act of 1850; selling of ahupua'a to groups of maka'āinana who organized hui kū'ai 'āina (cooperatives to buy land) as a means to raise the cash necessary to purchase lands being offered for sale; and the kinds of hardships faced by maka'āinana as they adjusted to the new property regime.
Carlos Andrade
- Published in print:
- 2008
- Published Online:
- November 2016
- ISBN:
- 9780824831196
- eISBN:
- 9780824868826
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824831196.003.0005
- Subject:
- Society and Culture, Pacific Studies
This chapter focuses on Hui Kū'ai 'Āina o Hā'ena (Hā'ena Cooperative/Company to Purchase Land), one of many hui (organizations, gatherings together of people) formed by the people to buy land in the ...
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This chapter focuses on Hui Kū'ai 'Āina o Hā'ena (Hā'ena Cooperative/Company to Purchase Land), one of many hui (organizations, gatherings together of people) formed by the people to buy land in the aftermath of the Mahele and Kuleana Act. The manner in which hui organized themselves, as indicated by the bylaws they drafted to guide the activities of their organizations, is a reflection of their desire to retain some features of the traditional life ways of the ancestors. This chapter first considers the original shareholders of Hui Kū'ai 'Āina o Hā'ena before discussing its purchase of the ahupua'a (land division). It also considers the legal wranglings that led to the partition of hui lands, resulting in the fragmentation of the communally based system that had served the Hawaiian people so well.Less
This chapter focuses on Hui Kū'ai 'Āina o Hā'ena (Hā'ena Cooperative/Company to Purchase Land), one of many hui (organizations, gatherings together of people) formed by the people to buy land in the aftermath of the Mahele and Kuleana Act. The manner in which hui organized themselves, as indicated by the bylaws they drafted to guide the activities of their organizations, is a reflection of their desire to retain some features of the traditional life ways of the ancestors. This chapter first considers the original shareholders of Hui Kū'ai 'Āina o Hā'ena before discussing its purchase of the ahupua'a (land division). It also considers the legal wranglings that led to the partition of hui lands, resulting in the fragmentation of the communally based system that had served the Hawaiian people so well.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2015
- Published Online:
- November 2016
- ISBN:
- 9780824855857
- eISBN:
- 9780824868376
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824855857.003.0001
- Subject:
- Society and Culture, Pacific Studies
In this chapter, the author considers some of the methodological foundations that have been laid by late twentieth and early twenty-first-century scholars who developed contemporary Hawaiian studies. ...
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In this chapter, the author considers some of the methodological foundations that have been laid by late twentieth and early twenty-first-century scholars who developed contemporary Hawaiian studies. The author explores four concepts to illustrate the need to use a Hawaiian studies methodology when conducting research: lāhui (collective identity and self-definition), ea (sovereignty and leadership), kuleana (positionality and obligations), and pono (harmonious relationships, justice, and healing). These concepts are central commitments and lines of inquiry that are hallmarks of Hawaiian studies research, and each could also be seen as ʻaho, single cords, that when braided together form a “rope of resistance” connecting the scholar to the scholarship. In discussing Hawaiian studies methodologies, the author interweaves the life of her maternal great-great-grandmother, Ana Kaʻauwai, with her own journey as a Kanaka ʻŌiwi scholar navigating the emerging discipline of Hawaiian studies. She also gives examples of selective promiscuity in articulating and practicing Hawaiian studies methodologies.Less
In this chapter, the author considers some of the methodological foundations that have been laid by late twentieth and early twenty-first-century scholars who developed contemporary Hawaiian studies. The author explores four concepts to illustrate the need to use a Hawaiian studies methodology when conducting research: lāhui (collective identity and self-definition), ea (sovereignty and leadership), kuleana (positionality and obligations), and pono (harmonious relationships, justice, and healing). These concepts are central commitments and lines of inquiry that are hallmarks of Hawaiian studies research, and each could also be seen as ʻaho, single cords, that when braided together form a “rope of resistance” connecting the scholar to the scholarship. In discussing Hawaiian studies methodologies, the author interweaves the life of her maternal great-great-grandmother, Ana Kaʻauwai, with her own journey as a Kanaka ʻŌiwi scholar navigating the emerging discipline of Hawaiian studies. She also gives examples of selective promiscuity in articulating and practicing Hawaiian studies methodologies.
Maya L. Kawailanaokeawaiki Saffery
- Published in print:
- 2015
- Published Online:
- November 2016
- ISBN:
- 9780824855857
- eISBN:
- 9780824868376
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824855857.003.0007
- Subject:
- Society and Culture, Pacific Studies
In this chapter, the author reflects on her journey to kuleana through Hawaiian place-based education. She begins by telling the moʻolelo or history about one of the most beloved aliʻi nui of ...
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In this chapter, the author reflects on her journey to kuleana through Hawaiian place-based education. She begins by telling the moʻolelo or history about one of the most beloved aliʻi nui of Hawaiʻi, ʻEmalani Kaleleonālani Naea Rooke, and her empowering journey to the summit of the highest mountain in Hawaiʻi and the entire Pacific: Maunakea or Mauna a Wākea. The author highlights the ways in which this mele by Queen Emma served as a significant theoretical framework for her doctoral research on Hawaiian place-based education programs. She explains how Queen Emma's mele and moʻolelo ultimately helped her to see her hālau hula as her first experience with Hawaiian place-based education.Less
In this chapter, the author reflects on her journey to kuleana through Hawaiian place-based education. She begins by telling the moʻolelo or history about one of the most beloved aliʻi nui of Hawaiʻi, ʻEmalani Kaleleonālani Naea Rooke, and her empowering journey to the summit of the highest mountain in Hawaiʻi and the entire Pacific: Maunakea or Mauna a Wākea. The author highlights the ways in which this mele by Queen Emma served as a significant theoretical framework for her doctoral research on Hawaiian place-based education programs. She explains how Queen Emma's mele and moʻolelo ultimately helped her to see her hālau hula as her first experience with Hawaiian place-based education.
Summer Puanani Maunakea
- Published in print:
- 2015
- Published Online:
- November 2016
- ISBN:
- 9780824855857
- eISBN:
- 9780824868376
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824855857.003.0009
- Subject:
- Society and Culture, Pacific Studies
In this chapter, the author explains how the work of influential scholars has changed the way we view research and has broadened what constitutes academic scholarship. The author shares how she ...
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In this chapter, the author explains how the work of influential scholars has changed the way we view research and has broadened what constitutes academic scholarship. The author shares how she arrived at a framework grounded in ʻike kupuna that guides the way she engages in research. She also considers the relationship of research to mālama ʻāina, laulima, and puʻuhonua. She recalls her interviews with two Kanaka ʻŌiwi scholar-activists to offer her perspectives on inquiry that shows how ʻŌiwi pursue research and carry kuleana. The author concludes by reflecting on her journey as an emerging scholar of education in the process of developing her Aloha ʻĀina research methodology derived from her work at Ka Papa Loʻi ʻo Kānewai, the Native Hawaiian cultural garden at the University of Hawaiʻi at Mānoa.Less
In this chapter, the author explains how the work of influential scholars has changed the way we view research and has broadened what constitutes academic scholarship. The author shares how she arrived at a framework grounded in ʻike kupuna that guides the way she engages in research. She also considers the relationship of research to mālama ʻāina, laulima, and puʻuhonua. She recalls her interviews with two Kanaka ʻŌiwi scholar-activists to offer her perspectives on inquiry that shows how ʻŌiwi pursue research and carry kuleana. The author concludes by reflecting on her journey as an emerging scholar of education in the process of developing her Aloha ʻĀina research methodology derived from her work at Ka Papa Loʻi ʻo Kānewai, the Native Hawaiian cultural garden at the University of Hawaiʻi at Mānoa.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0001
- Subject:
- Education, Educational Policy and Politics
The introduction offers a brief history of schooling in Hawaiʻi from the 19th century onward and outlines existing conditions of injustice. The theoretical frame is established by discussing key ...
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The introduction offers a brief history of schooling in Hawaiʻi from the 19th century onward and outlines existing conditions of injustice. The theoretical frame is established by discussing key concepts: settler colonial logics of elimination and containment, “cultural kīpuka,” “safety zones,” indigenous resurgence and aloha ʻāina (understood as a multiplicity of land-centered literacies). I also provide a description of the methods of counter-narrative and portraiture that I utilize in this book.Less
The introduction offers a brief history of schooling in Hawaiʻi from the 19th century onward and outlines existing conditions of injustice. The theoretical frame is established by discussing key concepts: settler colonial logics of elimination and containment, “cultural kīpuka,” “safety zones,” indigenous resurgence and aloha ʻāina (understood as a multiplicity of land-centered literacies). I also provide a description of the methods of counter-narrative and portraiture that I utilize in this book.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter situates the Hawaiian charter school movement within the broader struggles for land and sovereignty in post-1959 (statehood) Hawai‘i. I describe the fundamental tensions embedded in ...
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This chapter situates the Hawaiian charter school movement within the broader struggles for land and sovereignty in post-1959 (statehood) Hawai‘i. I describe the fundamental tensions embedded in Hawaiian culture-based charter schools by charting the intersection of the two distinct movements that produced them: 1) a Hawaiian cultural/political nationalist movement, and 2) a US-based educational reform movement based on “choice.”Less
This chapter situates the Hawaiian charter school movement within the broader struggles for land and sovereignty in post-1959 (statehood) Hawai‘i. I describe the fundamental tensions embedded in Hawaiian culture-based charter schools by charting the intersection of the two distinct movements that produced them: 1) a Hawaiian cultural/political nationalist movement, and 2) a US-based educational reform movement based on “choice.”
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0003
- Subject:
- Education, Educational Policy and Politics
The contradictions between Hawaiian educators’ aims and settler regimes of accountability are foregrounded, as I explore the gap between articulations of “self-determination” in teachers’ and in US ...
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The contradictions between Hawaiian educators’ aims and settler regimes of accountability are foregrounded, as I explore the gap between articulations of “self-determination” in teachers’ and in US legal understandings. NCLB Restructuring worked to reinscribe HKM’s educational program within mainstream American notions of schooling, within a “safety zone” of acceptable difference.Less
The contradictions between Hawaiian educators’ aims and settler regimes of accountability are foregrounded, as I explore the gap between articulations of “self-determination” in teachers’ and in US legal understandings. NCLB Restructuring worked to reinscribe HKM’s educational program within mainstream American notions of schooling, within a “safety zone” of acceptable difference.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0004
- Subject:
- Education, Educational Policy and Politics
Chapters three through five explore the ways ‘āina (land)-based curricula allow participants to resist confinement within the boundaries of settler state-inscribed safety zones by rebuilding ...
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Chapters three through five explore the ways ‘āina (land)-based curricula allow participants to resist confinement within the boundaries of settler state-inscribed safety zones by rebuilding generative Indigenous structures: the ‘auwai (irrigation ditch), the wa‘a (canoe) and the leo (voice). This chapter focuses on the revitalization of kalo (taro) cultivation, and it elaborates the Hawaiian notion of “kuleana.” As frame for learning, this concept allows people of different positionalities (gender, nationality, indigeneity) to establish meaningful connections to land and to each other without glossing differences in power, privilege and genealogy.Less
Chapters three through five explore the ways ‘āina (land)-based curricula allow participants to resist confinement within the boundaries of settler state-inscribed safety zones by rebuilding generative Indigenous structures: the ‘auwai (irrigation ditch), the wa‘a (canoe) and the leo (voice). This chapter focuses on the revitalization of kalo (taro) cultivation, and it elaborates the Hawaiian notion of “kuleana.” As frame for learning, this concept allows people of different positionalities (gender, nationality, indigeneity) to establish meaningful connections to land and to each other without glossing differences in power, privilege and genealogy.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0005
- Subject:
- Education, Educational Policy and Politics
Chapter four provides a portrait of HKM’s interdisciplinary wa‘a (canoe sailing) education program. I attend to the ways Hālau Kū Māna’s wa‘a program enables processes of “world enlargement” against ...
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Chapter four provides a portrait of HKM’s interdisciplinary wa‘a (canoe sailing) education program. I attend to the ways Hālau Kū Māna’s wa‘a program enables processes of “world enlargement” against limiting and belittling views of Indigenous cultures and peoples.Less
Chapter four provides a portrait of HKM’s interdisciplinary wa‘a (canoe sailing) education program. I attend to the ways Hālau Kū Māna’s wa‘a program enables processes of “world enlargement” against limiting and belittling views of Indigenous cultures and peoples.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0006
- Subject:
- Education, Educational Policy and Politics
This last chapter looks at the ways student voices have been cultivated through engagement with relevant political issues and broader Hawaiian social movement. The Hawaiian concept of “ho‘omana” is ...
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This last chapter looks at the ways student voices have been cultivated through engagement with relevant political issues and broader Hawaiian social movement. The Hawaiian concept of “ho‘omana” is used to describe the ways students came to see themselves as important actors within genealogically-situated movements for self-determination and sovereignty.Less
This last chapter looks at the ways student voices have been cultivated through engagement with relevant political issues and broader Hawaiian social movement. The Hawaiian concept of “ho‘omana” is used to describe the ways students came to see themselves as important actors within genealogically-situated movements for self-determination and sovereignty.
Noelani Goodyear-Ka‘ōpua
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816680474
- eISBN:
- 9781452947969
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680474.003.0007
- Subject:
- Education, Educational Policy and Politics
I reflect back on the costs of striving after AYP and remaining within a settler colonial school system. I summarize key features of the sovereign pedagogies described in the book, and I re-emphasize ...
More
I reflect back on the costs of striving after AYP and remaining within a settler colonial school system. I summarize key features of the sovereign pedagogies described in the book, and I re-emphasize the need to rebuild the Indigenous structures that channel resources toward more just, sustainable, and ʻāina-centric ways of life.Less
I reflect back on the costs of striving after AYP and remaining within a settler colonial school system. I summarize key features of the sovereign pedagogies described in the book, and I re-emphasize the need to rebuild the Indigenous structures that channel resources toward more just, sustainable, and ʻāina-centric ways of life.
