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A Study on the Cultural Ecology of H...

Kawai'ae'a, Keiki K. C.

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A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments./
Author:	Kawai'ae'a, Keiki K. C.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
Contained By:	Dissertation Abstracts International74-03A(E).
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3532511
ISBN:	9781267754158

A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments.
Kawai'ae'a, Keiki K. C.

A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments. - 233 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.

Thesis (Ph.D.)--Union Institute and University, 2012.

There is growing evidence that schools that incorporate Hawaiian language, culture, and culture-based approaches create powerful and responsive learning environments for Native Hawaiian children. These culturally relevant settings yield promising results that ho'oulu kanaka, cultivate enlightenment for the Native child by increasing cultural identity and competency, socio-cultural maturity, Hawaiian language vitality, and positive academic outcomes. This research study, Kukohu, was designed to increase understanding of the characteristics found in such Hawaiian culture-based learning environments across the continuum of "school for Hawaiians" to "Hawaiian schooling" models. For the purposes of this study, a Hawaiian culture-based inventory tool was developed to describe four key identity dimensions---cultural, linguistic, curricular, and relationship---found in the landscape and soundscape of public school environments where Native Hawaiian children are enrolled. Supported by a macro- and micro-review of the literature, a mixed-methods approach that included Indigenous heuristics, community participatory process, and focus groups was employed to capture the voices of experienced Hawaiian educators and experts. Three Hawaiian medium/immersion schools participated in the focus groups and piloted the Kukohu inventory. The focus group process revealed the following four insightful and enduring themes that can serve as a catalyst for assisting schools in developing dynamic Native schooling environments: 'o ka 'olelo Hawai'i, he ola, he nohona a he lawelawe 'oihana---Hawaiian language is a construct for life, living, and professional service; ko'iko'i ka pilina, ka nu'ukia, a me ka lokahi ma ka ho'oulu 'ana i ka papahana ho'ona'auao Hawai'i---attention to relationships, adherence to vision, and unified action are essential in cultivating resilient culturally grounded models; he ao hilalo, he ao hi'ikua ke kuana'ike mauli ola---being culturally secure in one's own worldview is foundational for successful navigation of life; and he 'imi loa ke kuleana ho'ona'auao---educational improvement is an on-going civic responsibility. This dissertation revealed that Hawaiian culture-based learning environments employ various models across the conventional to Native empowerment schooling continuum all of which strive to strengthen responsive and responsible holistic settings for all students enrolled. This dissertation's findings indicate that the Kukohu inventory can assist Hawaiian culture-based schools in facilitating their overall school improvement plan.

ISBN: 9781267754158Subjects--Topical Terms:

1669153
Education, Multilingual.

A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments.
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245 1 2 $a A Study on the Cultural Ecology of Hawaiian-Medium and Hawaiian Immersion Learning Environments.
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500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
500 $a Adviser: Joseph W. Meeker.
502 $a Thesis (Ph.D.)--Union Institute and University, 2012.
520 $a There is growing evidence that schools that incorporate Hawaiian language, culture, and culture-based approaches create powerful and responsive learning environments for Native Hawaiian children. These culturally relevant settings yield promising results that ho'oulu kanaka, cultivate enlightenment for the Native child by increasing cultural identity and competency, socio-cultural maturity, Hawaiian language vitality, and positive academic outcomes. This research study, Kukohu, was designed to increase understanding of the characteristics found in such Hawaiian culture-based learning environments across the continuum of "school for Hawaiians" to "Hawaiian schooling" models. For the purposes of this study, a Hawaiian culture-based inventory tool was developed to describe four key identity dimensions---cultural, linguistic, curricular, and relationship---found in the landscape and soundscape of public school environments where Native Hawaiian children are enrolled. Supported by a macro- and micro-review of the literature, a mixed-methods approach that included Indigenous heuristics, community participatory process, and focus groups was employed to capture the voices of experienced Hawaiian educators and experts. Three Hawaiian medium/immersion schools participated in the focus groups and piloted the Kukohu inventory. The focus group process revealed the following four insightful and enduring themes that can serve as a catalyst for assisting schools in developing dynamic Native schooling environments: 'o ka 'olelo Hawai'i, he ola, he nohona a he lawelawe 'oihana---Hawaiian language is a construct for life, living, and professional service; ko'iko'i ka pilina, ka nu'ukia, a me ka lokahi ma ka ho'oulu 'ana i ka papahana ho'ona'auao Hawai'i---attention to relationships, adherence to vision, and unified action are essential in cultivating resilient culturally grounded models; he ao hilalo, he ao hi'ikua ke kuana'ike mauli ola---being culturally secure in one's own worldview is foundational for successful navigation of life; and he 'imi loa ke kuleana ho'ona'auao---educational improvement is an on-going civic responsibility. This dissertation revealed that Hawaiian culture-based learning environments employ various models across the conventional to Native empowerment schooling continuum all of which strive to strengthen responsive and responsible holistic settings for all students enrolled. This dissertation's findings indicate that the Kukohu inventory can assist Hawaiian culture-based schools in facilitating their overall school improvement plan.
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