M.Ed. - Educational Foundations

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https://hdl.handle.net/10125/2042

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“Teach the Boys to Work”: Industrial Education as Colonial Education at Lahainaluna Seminary, 1880-1905
(University of Hawaii at Manoa, 2023) McDonnell, Anna; Taira, Derek; Educational Foundations
This study is an examination of Lahainaluna High School’s gradual shift from an academic and religious training institution to an industrial education school between 1880 - 1905. Lahainaluna High School, located on Maui, Hawai‘i was an integral part of an ongoing debate among Hawai‘i’s white elite circles about how to best educate Native Hawaiian students. Consisting of Hawai‘i’s white religious leaders, politicians, and plantation owners, this affluent and powerful cadre argued there was a moral imperative to transitioning Native Hawaiian schools to industrial training sites focused on manual labor, skills in agriculture, and shop work. Hawai‘i’s white elite joined a larger educational movement generated by trans-national white middle-class Protestant reformers, politicians, and missionaries targeting industrial education for Black, Indigenous, and other non-white students in the U.S. and its occupied territories. Samuel Armstrong, son of missionaries to Maui, Hawai‘i, was a particularly vocal supporter of Lahainaluna’s transformation. As founder of the Hampton Institute in Virginia in 1868, an industrial school for newly freed Black slaves, he became an advocate of industrial education as an effective tool for subordinating Hawaiian students for their projected future as low-wage earners under white supervision. I argue that Lahainaluna’s transformation into an industrial school in 1905 was an intentional effort by Hawaiʻi’s elite white minority and transnational industrial education figureheads such as Armstrong to undermine Native Hawaiian survivance, prolong white ruling class status, and impose Western imperialist dogma, which led to the annexation of Hawai‘i in 1893 and Hawai‘i becoming a U.S. territory in 1898.
Educational planning for resource-based industrial projects in developing Pacific island nations—a drama of change
(University of Hawaii at Manoa, 1986) Pintz, Stephanie Ann; Educational Foundations
Consider ... people of rural communities in nations which have only recently begun to embrace the world of industry and its ingredients--people whose livelihoods and customs are invariably linked with their natural environments. What happens to them when
Organization and management of "Village Development Centre Pilot Project" in Papua New Guinea: relevance and effectiveness of its decision-making process
(University of Hawaii at Manoa, 1981) Apelis, Ephraim; Educational Foundations
The intent of the Village Development Centre Pilot Project is to encourage the involvement of all concerned government departments and private agencies in a joint effort to bring improvements in rural living. The primary objective of the project is to enc
Wilhelm Solf, colonialist, educator, humanitarian
(University of Hawaii at Manoa, 1984) Mochida, Paula Tanaka.; Educational Foundations
Dr. Wilhelm Heinrich Solf was a German statesman. He was Governor of (Western) Samoa, 1900-1910, Secretary of State of the Colonies, 1911-1918, and Ambassador to Japan, 1920- 1928. He was different from most other German colonialists and statesmen because
The social adjustment of overseas-educated Micronesians
(University of Hawaii at Manoa, 1981) Thompson, David M.; Educational Foundations
In the geopolitical area of Micronesia currently administered under the United States Trust Territory of the Pacific Islands (TTPI), large numbers of high school graduates have been traveling abroad in recent years for post-secondary training. There is considerable debate among Micronesian leaders, educators, and lawmakers as to the effect the resulting influx of returned students has both on the students themselves and on those with whom they interact. This study examines the social adjustment of Micronesian students who have returned from colleges in the United States to three of the TTPI's six states, Palau, Yap, and Truk.
Education in Micronesia: the challenge of history
(University of Hawaii at Manoa, 1971) Johnson, Edward Lee; Educational Foundations
This thesis asks the question: What can be done to insure a political disposition of the Trust Territory of the Pacific Islands which will be in the best long-term interests of the people of Micronesia and the United States? It hypothesizes that Micronesi
Single-Sex Education for Girls' Self-Worth
(University of Hawaii at Manoa, 2020) Wengronowitz, Tara Jean; Taira, Derek; Educational Foundations
Adolescent girls currently face sexism, discrimination, and microagressions in coeducational school from teachers, administrators, and peers, which can lead to unhealthy self-esteem, depression, and suicide. This study aims to determine if single-sex schooling is beneficial to girls’ self-worth due to the removal of male students. To test the hypothesis that all-girls schooling leads to empowered students, an online questionnaire was submitted to Juniors and Seniors at one all-girls school. Responses were analyzed using a feminist methodology by placing female student voice in the forefront. The results showed that students at one all-girls school feel successful when their work is determined so by an authority figure within the educational institution. These results suggest that students at one all-girls school are not empowered to determine success for themselves, but instead rely on adults within the educational system to determine when they are successful. Within American society, schools – coeducational and single-sex – exist within a patriarchal society. On this basis, the entire social and educational system should be taken into account when designing an empowering educational setting for girls.
Exploring Goals of Marshallese Adolescents in a Non-Academic West Hawai‘i Youth Development Program
(University of Hawaii at Manoa, 2019) Souza, Kamela Toyoko; Yamauchi, Lois A.; Educational Psychology
Academic and economic indicators for students from low-income and minority backgrounds continue to draw concern, and disparities should not be addressed without first determining what goals are relevant to students. This case study centered on a group of primarily Marshallese students from a low-income housing complex participating in a non-academic summer youth development program in West Hawai‘i. Utilizing observations of program activities, semi-structured group and individual interviews, and archival documents, I gathered insights about these students’ goals, connections, and obstacles. In addition to asking about the cultural relevance of the program, the study explored how the students’ future plans were related to their own personal interests and those of their families and their communities. Implications from the findings could inform culturally relevant teaching efforts and future youth development programs.
Demarginalizing knowledge through place-based learning: exploring the educational experience at the lo'i
(University of Hawaii at Manoa, 2010-12) Wu, Pearl Zuyi
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.
(Un)confining spaces: reconsidering contemporary educational assumptions through "pedagogy's hinge"
(University of Hawaii at Manoa, 2014-05) Sojot, Amy N.
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.

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