Pō'aiapuni O Ka'aihonua: Using Voices of the Past to Inform the Present and Future.
Pō'aiapuni O Ka'aihonua: Using Voices of the Past to Inform the Present and Future.
Date
2018-05
Authors
Aken, Genevieve L.
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Professional Ed Practice
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Formal education—four walled classrooms with a single teacher and multiple children in
a school setting—did not exist in traditional Hawai‘i. Traditional Hawaiian learning resembled
contemporary vocational schools or specialized institutions of higher learning. Within these
structures, Hawaiians became strongly rooted in cultural and familial values through a support
system that provided a firm foundation for their total well-being. Unfortunately, Western
influences altered Hawaiian traditional ways of knowing, doing, and being, and the impact,
predominantly negative, is prevalent and can be observed in Hawaiian communities, homes, and
schools.
My homeland, my beloved Waiʻanae, was traditionally prized for its abundant resources
and industrious people, and many traveled great distances to obtain goods from this land of
plenty. In contrast, our coastline today is plagued by drug addiction, health issues, homelessness,
and low performing schools. This cannot and will not continue to be our refrain.
In an attempt to reestablish and modernize the traditional Hawaiian nature of learning, I
redesigned a culture-based agriculture program at Wai‘anae High School in 2006. The purpose
of this study was to develop a greater understanding of effective pedagogical and instructional
practices that positively impacted student learning and growth for agriculture students at
Waiʻanae High School throughout and beyond high school. The findings of this study suggest
that effective pedagogical and instructional practices include a) fostering supportive
relationships, rigor, and relevance through contextualized learning, and; b) empowering learners
through safe learning environments, Hawaiian culture-based inquiry, and internship/mentorship
opportunities. Key to this study are the voices of former students who informed this research.
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Culture-based education,
Agricultural education
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