Ph.D. - English

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    HOW TO SAY MY NAME IN THUNDER
    (2024) Suneja, Shilpi; Shankar, Subramanian; English
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    Aunty Uncle Dog Chicken Bee
    (2024) Picard, Tiare; Zuern, John; English
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    Say When: A Novel
    (2023) Casey , Alexander Nicholas; Kahakauwila, Kristiana; English
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    Poquoson
    (University of Hawaii at Manoa, 2023) Long, Jeffery Ryan; Ryan, Shawna Yang; English
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    Intelligent Movement: Locked into the Dynamic, Improvisational, Synchronized, Collective Overstandings of Hip Hop and Heʻenalu as Language, Literature, and Literacy
    (University of Hawaii at Manoa, 2023) Davey, Lane Marie; Howes, Craig; English
    Intelligent Movement advocates for the dynamic, improvisational, synchronized, collective overstandings of Hip Hop (deejaying, emceein, b-boyin, beatboxin, and graffiti) and heʻenalu (surfing) performance to be read as language, preserved as literature, and taught as critical literacies through the use of remix methodologies and multimedia. The first half of the dissertation (I-IV) lays out the theoretical foundation for DISCO pedagogy, which argues for a shift from the foundations of persuasive argument to fusion models of felt experience derived from deejay culture and heʻenalu, I provide an extensive analysis of traditional surfing moʻolelo, and performative African American Protest Literature to reveal alternative epistemologies and philosophies such as ubuntu, akamai, and ma ka hana ka ‘ike that prioritize relational experience over mediated consensus, and reprogram traditional norms through deviant, impolite improvisational performance. Drawing from Ngūgī wa Thiong’o’s reorganization of the literacy space, Foucault’s “subjugated knowledges” and Dwight Conquergood’s radical performance studies interventions, I argue that once taken seriously, DISCO can compete with the encryptions of Christendom and the colonizing mindset especially as the visual, aural, and kinetic aspects of writing composition are elevated to the same level of authority as alphabetic word. The second half of the dissertation (V.) is a sample of the performative literatures I propose in the first. As a lifelong member of these revolutionary subcultures, I combine memoir with substantial oral histories, over a decade of weekly surf news articles I wrote for publications such as the Honolulu Star-Advertiser and a daily surf report that I have maintained on Twitter since 2008 to compose non-linear biographies of two surf spots: Pipeline and Ala Moana Bowls. I offer fresh approaches to life writing, highlighting geographic space and the outstanding performances taking place there to provide a critical reading across the barrel riding genre of heʻenalu on Oʻahu for over three decades. I apply the same template in my Hip Hop section to advocate for musical literacy and deejay culture’s dependence on transition effects, which hold the five elements together, linking them to heʻenalu and multimedia literacies. Subsequently, I provide new methods for documenting, archiving, and analyzing improvisational performance extending from my case studies of he‘enalu (surfing) and Hip Hop to the subcultures of 3-D animation, film, gaming, and other popular performative networks and new media.
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    Navigating (S)Pacific Classrooms: Exploring Indigenous Pacific Islander Metaphors in First-Year Composition
    (University of Hawaii at Manoa, 2023) Thompson, Norman; Nordstrom, Georganne; English
    This dissertation argues for the use of metaphor as a means of teaching first-year composition that values Indigenous cultures and identities, and as a way for Indigenous non-Pacific Islander and Indigenous Pacific Islander students to be able to succeed in the college classroom. The research in this project draws upon the field of Indigenous and Western pedagogies, including Place, Land, and ‘Āina-based education, as well as that of Composition and Rhetoric, to articulate the complexity of literacy and learning practices in general, but particularly in Indigenous cultures, in order to make a case for metaphor as one way to address our struggles in the university setting, and writing courses specifically. One component of this project is to suggest that not enough is being done to combat the evolving landscape of education within which Indigenous students are striving to succeed. Another is to suggest that more accountability needs to be taken on the part of both Indigenous and non-Indigenous instructors in making sure we’re identifying and addressing the pedagogical needs of Indigenous students. Additionally, through a tracing of the history of English and Composition studies respectively, this project seeks to understand the origin(s) of the ongoing indifference between instructors of composition and of literature.
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    Indigenous Place in Virtual Space: Disrupting Western Approaches to Research and Pedagogy in an Online Course and Curriculum
    (University of Hawaii at Manoa, 2022) Nakahodo, Koreen Uto; Nordstrom, Georganne; English
    The Caroline College and Pastoral Institute (CCPI) opened in 2010 in Weno, Chuuk. Students took classes online in community-built classrooms and faculty taught courses from outside of Chuuk. A 2016 study on the pass rates for EN102, Expository Writing, of students from CCPI compared to students taking the class on the Chaminade (CUH) campus in Honolulu indicated that students at CCPI were almost five times as likely to fail the same course taught over the same time period. As a result, English faculty from CCPI and CUH recommended that a bridge class, HU128, Approaches to Information Literacy, should be created for students in Chuuk. The class was developed and implemented, but did not provide the students with culturally appropriate methods of conducting research. The purpose of this study was to develop an ecologically based, culturally relevant, placed-based framework for students taking an online research course in Weno, Chuuk. As a means of assessing the framework and the larger Associates Degree curriculum, three groups of participants provided perspectives on Eurocentric/western research practices, articulated challenges due to cultural and geographic differences, and assessed the efficacy of the framework. Chuukese Educators were interviewed as a means of understanding Chuukese perspectives of western research. CCPI faculty, all non-Chuukese, and teaching online were surveyed on the challenges faced and solutions implemented for their courses. Finally, the students were surveyed on their perceptions of the framework. Findings from all three groups of participants argue for 1) integrating the community into research and other educational practices and curricula, 2) recognizing the hierarchy of the English language throughout the curriculum and the difficulty of translations between Chuukese and English, and 3) creating space for discussion and other collaborative practices.