M.Ed. - Educational Foundations
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ItemDemarginalizing knowledge through place-based learning : exploring the educational experience at the lo'i([Honolulu] : [University of Hawaii at Manoa], [December 2010], 2010-12)Papa lo'i kalo, a system of integrated wetland taro patches, are serving as sites of place-based learning for schools and the community. The taro plant and the lo'i inform students about the traditional knowledge of taro farming and create a space in which the power of learning and teaching is most influenced by the community and the place itself. The educational experience at the loʻi raises questions about the normative content of curriculum, control of education, and approaches to pedagogy. Using student reflections and an oral history with a taro farmer, this thesis will explore the loʻi as a critical place that has the potential to reshape students' understanding of Hawaiʻi, its history, and the Native Hawaiian community.
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Item(Un)confining spaces : reconsidering contemporary educational assumptions through "pedagogy's hinge"([Honolulu] : [University of Hawaii at Manoa], [May 2014], 2014-05)Contemporary educational assumptions that inform current social imaginaries are examined through the theoretical framework offered by Elizabeth Ellsworth's (2005) concept, "pedagogy's hinge". Described as a transitional moment during which the becoming self experiences the generation of her own "knowledge in the making" (Ellsworth, 2005, p. 1), the open space enabled by pedagogy's hinge allows for a multiplicity of experiences to inform the self's pedagogical agency and epistemological considerations. To assist in exploring pedagogy's hinge and its implications for reconsidering contemporary educational assumptions, Nic Nicosia's silver gelatin print, Real Pictures #11, was used as a catalyst to examine the meaning held by an experience with an artwork. Engaging with an aesthetic experience and pedagogy's hinge suggests that acknowledging the complexity of the learning self encourages recognition of multiple, rather than one, ways of approaching knowledge within the contemplation of contemporary educational assumptions.