The Current and Potential Landscape of Hawaiian Language and Culture at Punahou School

Abstract

As the result of two gifts-a gift of land from Hawaiian chiefs and a gift of Western education from American missionaries-Punahou School boasts a 176 year history of education grounded in Hawaiʻi, its people, and its evolution. While embedded in its current "Aims of a Punahou Education," Hawaiian language and culture (HL/C) occupies a minimal and largely undefined space within the curriculum and school culture. Ultimately, centered on the belief that HL/C should occupy a more significant space within the institution, the intent of this dissertation is to present suggestions on how Punahou School might increase its integration of HL/C across its campus. As part of a succession of research aimed at inspiring further work around the clarification, definition, and integration of HL/C at this independent school, this study was designed to, 1) survey the landscape of current HL/C practice, 2) survey the landscape of aspirations surrounding HL/C, and 3) collect strategies by which Punahou School might increase its integration of HL/C across its campus from Punahou School's professional community. Furthermore, this study utilizes 1) indigenous methodology in building its conceptual framework and structuring the research study-Ka ʻOlokeʻa Makawalu, 2) a multimethods approach to data collection and analysis, 3) a personal approach to synthesis and presentation grounded in educational practice. The findings informed the development of a learning artifact-Proposal for Increased Integration of Hawaiian Language and Culture at Punahou School.