M.Ed. - Educational Foundations

Permanent URI for this collectionhttps://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.
Science education and native Hawaiian peoples: a study of the dis/connection between science teaching and being native Hawaiian
(University of Hawaii at Manoa, 2007-12) Allaire, Franklin Sturm
The mainstream science education paradigm which permeates many public and private school systems does not recognize the indigenous knowledge of the Native Hawaiian culture as a viable partner in the classroom/laboratory to "traditional" scientific methods. Researchers and scholars argue that many science teachers align themselves to values associated with scientism resulting in an atmosphere where a Hawaiian science teacher's beliefs and cultural identity are viewed as unscientific and unimportant. This creates a situation where teachers are forced to categorize themselves based on a single identity, in this case the choice between being Hawaiian or a science teacher. This singular identity system creates an atmosphere in which Indigenous science teachers, and in tum their students, must choose to either abandon their culture in favor of the "civilized" methods of science or to become disengaged from science as a whole. This thesis approaches the identity from a different perspective, one in which individuals have plural identities at different times. This theory will be supported by literary works such as Amartya Sen's Identity and Violence and Kwame Appiah's Cosmopolitanism as well as three cases studies involving science teachers of Native Hawaiian ancestry.
Perspectives from Japanese international graduate students and the effectiveness of support programs/services at University of Hawaiʻi Mānoa
(University of Hawaii at Manoa, 2007-05) Iwasaki, Jennifer L.S.
This thesis examines the difficulties that Japanese international graduate students encounter at the University of Hawai'i at Minoa (UHM), and the ways they adjust to their new environment. Qualitative research is conducted to explore the strengths and weaknesses of the various programs and support systems at UHM from the perspectives of these students. Three research questions guide this study: 1) What difficulties may Japanese international graduate students face at UHM? 2) What programs and support services have they used at UHM? How effective have these programs and services been for them? 3) What kinds of support would be helpful for these students to adapt to UHM and life in Hawai'i? Interviews are conducted with six Japanese international graduate students attending UHM. Based on their perspectives, recommendations are offered to staff and faculty who serve this population. A literature review is also included about the topic and to support the findings.
Mothers' Strategies For Children's Education: Japanese Sojourn Families In Hawai'i
(University of Hawaii at Manoa, 2004-12) Wilcock, Chie
This study of educational strategies of Japanese sojourn families in Hawai'i reveals the various actions, tactics, and thoughts of mothers toward their children's success in the classroom in Hawai'i as well as upon their return to Japan. Through a qualitative research based on the interviews, this study finds that Japanese mothers may carefully choose the time of sojourning and the school to which their children will go, provide extensive tutoring and/or send them to extra curricular activities, and take advantage of the networks they have built among friends, other mothers, and teachers. Mothers devote themselves to their children's education out of a sense of responsibility as parents and/or a belief that education is an investment. Finally, this study suggests that various organizations should assist children and parents by providing information and services to help them cope with problems faced before, during and upon completion of their sojourn.
Bilingual Children In Hawai'i Their Languages, School Lives And Cultural Identity
(University of Hawaii at Manoa, 2004-05) Udo, Tomoko
This study uses a case study approach to understanding the lives of English-Japanese bilingual children in Hawaii, whose parents or mothers are from Japan. It focuses on the main three issues, language, school lives, and cultural identity. To maintain Japanese language and cultural values, all ,the children in this study attend weekend supplemental Japanese school called Hoshuuko, while they attend local English school during weekdays. This study also describes the features ofHoshuuko, and discusses its advantages and disadvantages as expressed by the informants. The focal children are divided into three categories, such as Japan-Focused Returning Students, Japan-Focused Non-Returning Students, and Dual Nationality Students, depending on their family backgrounds. Interviews with mothers are included in order to analyze the results from their point of view. Some suggestions and recommendations are made in the final chapter to help educators relate more sensitively and productively with these children and parents who have dual languages and cultural values. HI
Interrogating Assimilation: A Study Of Language And Identity Among Non-Native Students In Japan
(University of Hawaii at Manoa, 2004-05) Nakashima, Chikako
This thesis investigates how the Japanese schools and teachers accommodate to meet the needs of JSL (Japanese as a Second Language) children and their parents and how JSL children and their parents meet the expectations of Japanese schools and teachers. First, it analyzes how Japanese schools and teachers manage JSL children. Second, it investigates what the lives of seven JSL children in Japanese schools through interviews with their parents, language teachers, and homeroom teachers. Lastly, the needs of teachers, JSL children, and their parents are discussed in relation to whether their needs are met respectfully. The data were collected through multiple methods including observation at school, interviews, and documents. Fieldwork was conducted in K city which is located in the southern part of Japan. Chapter 4 presents the case studies and the findings of the fieldwork. Data analysis was conducted through the lens of "accommodation without assimilation" in Chapter 5. Recommendations for the schools, the parents, and the community organizations to achieve the principle of "mutual accommodation" and a key element of "hybrid-diasporic" identity are provided in the final chapter.
A Trustworthy Historical Record: The Laterwriting Of Abraham Fornander, 1870-1887
(University of Hawaii at Manoa, 2004-05) Haight, Pamela
Using a post-colonial framework, this thesis examines the later research and writing of Abraham Fornander. The paper addresses the politics, religion, and society that informed Fornander's research and writing, then focuses more closely on his book, An Account of the Polynesian Race and international response to it. Fornander's tenacity in promoting his Western worldview and his efforts to advance his career infused his writings and, in the end, served to overshadow existing indigenous language and culture, hastening deterioration of both. Utilizing correspondence, early writing for newspapers, and other archival information, the paper demonstrates his attempts to attain authentic status for himself and his work. Though inconclusive in terms of proving Fornander's complicity with colonialism, the thesis presents another viewing of one man's work and begs a previously hidden discussion.
False Dichotomy: Peace Education And Character Education- Transcending The Duality Of The Moral Education Wars
(University of Hawaii at Manoa, 2005-08) Doktor, Peter
This thesis examines recent calls for moral education programs in the United States to address societal violence. Character education and peace education are two approaches that have been employed towards this end, and mandated in some districts and states, including the state of Hawai'i. The paper provides an analysis of the historical evolution of content and pedagogy of Character and Peace Education programs. Specifically, it looks at six programs and analyzes them using Frankena's (1965) schema to determine normative educational philosophies through the examination of the dispositions advocated, and suggested methodologies. It is the hoped that this thesis will assist educators and administrators who are seeking to determine which types and elements of character and/or peace education curriculum would best serve their needs, as well as to discern what the objectives, implications and indicators of such a program would be. Although many proponents of character or peace education programs have been critical towards the other, this treatise compares and contrasts a variety of character and peace education programs finding similarities and differences among them.
Service learning: issues and challenges, past and present
(University of Hawaii at Manoa, 2003-12) Reppun, Joshua Engel; Raywid, Mary Anne; Educational Foundations
Today, in 2003, America's public educators are attempting to cope with what some call the most sweeping federal education reform initiative ever, the so called No Child Left Behind Act of 2001. The goals of this 2001 legislation address many of the same issues identified in the Goals 2000 Educate America Act, in particular teacher professional development and credentialing, equity in educational deliverables, and accountability on the part of educators and students alike. 1 Once again service-learning's advocates argue that their pedagogy and philosophical approach to education can be one of a number of effective strategies for achieving the goals of No Child Left Behind, and of public education reform in general. The publications of well known leaders in the service-learning field such as Terry Pickeral, Janet Eyler, Shelley Billig, Andrew Furco, among others, argue a historically consistent refrain; service-learning should be one of the solutions to educational improvement. According to Pickeral et al., service-learning advocates and practitioners currently do not have a place at the table of school reform, but they should work hard to find that place. The purpose of this thesis is to explore the issues and challenges, past and present, for the teaching method and educational philosophy known as service-learning. Service-learning has a number of obstacles to overcome. The field suffers from low status and credibility in the context of general education reform; its advocates lack a consensus in terms of its mission and goals; its future is problematic. I intend to look at these challenges as educators within the field perceive them; I also intend to discuss these problems as I perceive them.
Parents' perceptions of inclusion and pullout programs at an Oahu elementary school
(University of Hawaii at Manoa, 2003-12) Agpalsa, Jody H.; Tamura, Eileen H.; Educational Foundations
This study examined how parents experienced inclusion and pull-out programs at an elementary school on Oahu. This study compared the scores from a sample of third grade students who took the Woodcock Reading Mastery Test and the Key Math Test both at the beginning and the end of the 2001-2002 school year. A sample of eight pull-out students and five inclusion students took the Woodcock Reading Mastery Test in July, 2001 and again in June, 2002. A sample of seven pull-out students and six inclusion students took the Key Math Test in July, 2001 and again in June, 2002. Results indicated that on average, students in the pull-out program made more gains in the areas of reading and math than students in the inclusion program. In addition, interviews were conducted with parents of two third grade students and two fifth grade students who had experienced both pull-out and inclusion programs. Several themes emerged from the interviews. Parents lauded the idea of inclusion, but had many concerns regarding its implementation. Perceived downfalls of the inclusion program included smaller academic gains in the areas of reading and math and lack of adequate personnel to service students in inclusion programs. Pull-out was perceived as a much better placement for improving reading and math skills. Parents also attributed their child's higher self-esteem to the curriculum of the pull-out program. Additionally, both parents and students reported that pull-out did not, in fact, alienate special education students from their peers.
Re-educating the Japanese: the US occupation and postwar Japan's first minister of education
(University of Hawaii at Manoa, 2003-08) Kumano, Ruriko; Tamura, Eileen H.; Educational Foundations
Some scholars have viewed the reforms of the first postwar Minister of Education Maeda Tamon (1884-1962) as purely Japanese. Maeda served the office from 18 August 1945, before the Allied Occupation officially began, through the initial period of the Occupation, until 13 January 1946. He initiated educational reforms without interference of the occupation for the first two months after the occupation began. Hidefumi Kurosawa depicts Maeda as a liberal reformer. Kurosawa analyzes Maeda's educational philosophy and concludes that it was nascent democratic thinking that began in prewar Japan. Eiichi Suzuki, on the other hand, describes Maeda as a conservative vanguard of prewar educational philosophy by citing Maeda's statements emphasizing preservation of the national polity, the emperor system. Toshio Nishi also portrays Maeda as a conservative defender of the Imperial Rescript on Education. These divergent interpretations are not surprising because Maeda's reforms were a combination of the old and the new. While he emphasized preserving the emperor as the source of moral education, he also advocated liberal changes, such as abolishing regimental teaching, developing critical thinking, and strengthening scientific education. By placing Maeda's reforms in comparison to those of the United States, my study clarifies how the Japanese government and occupation administrators viewed the democratization of Japan differently. Maeda assumed that his reforms met with SCAP's demands. However, SCAP thought differently.

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