Educational Administration Student Works

Permanent URI for this collectionhttps://hdl.handle.net/10125/112960

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    I Ka Wā Ma Mua, Ka Wā Ma Hope: Looking Back to Advance Forward–Kanaka Maoli Perspectives and their Implications on Student Belonging
    (2023) Lani, Kikilia
    This project explores how Kanaka ‘Ōiwi perspectives—particularly as expressed through ‘ōlelo no‘eau (Native Hawaiian proverbial sayings)—can inform culturally-responsive academic advising practices that strengthen Native Hawaiian students’ sense of belonging in higher education. Situated within the individualistic foundations of settler-colonial institutions of higher education, the study recognizes the cultural dissonance many Kanaka ‘Ōiwi students experience when navigating institutions that often conflict with collectivist values rooted in ‘ohana, ‘āina, and lāhui. Grounded in Native Hawaiian methodologies of kūpuna lensing and papakū makawalu, this research centers ancestral knowledge as a legitimate and generative source of educational theory. Through analysis of a corpus of ‘ōlelo no‘eau, three themes emerged: (1) education as an active, immersive, and experiential process; (2) the daily perpetuation of cultural values to remain pono (balanced and aligned); and (3) honoring ancestors through the continual reflection and development of ‘ike (knowledge). Together, these themes articulate a distinctly Kanaka ‘Ōiwi framework for guidance—one that is relational, reciprocal, place-based, and oriented toward collective advancement. The project argues that advising at the University of Hawai‘i, a self-proclaimed “Hawaiian place of learning,” must move beyond transactional course planning to intentionally integrate students’ cultural wealth. By leveraging the wisdom embedded in ‘ōlelo no‘eau, advisors can cultivate meaningful relationships, affirm identity, and support students’ motivations to ho‘oulu lāhui (advance the people). Re-centering Native knowledge in advising practice ultimately fosters belonging, persistence, and well-being for Kanaka ‘Ōiwi students while challenging colonial norms embedded in higher education.