Wai‘anae ‘Āina Momona: A Vision of Strengths and Place-Based Learning
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2017-08
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University of Hawaii at Manoa
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The long-standing achievement gap of Native Hawaiian students in the Hawaiʻi state public school system is of significant concern as Native Hawaiian children perform lower on achievement assessments in all academic areas as compared to their non-Hawaiian peers, especially along the Waiʻanae Coast of Oʻahu. However, there are options for teaching and learning that utilize strengths-based, cultural-based approaches. Through this qualitative study which utilized semi-structured focus group interviews, seven primarily Native Hawaiian kūpuna (elders) from the Waiʻanae community presented their personal accounts of their experiences with education on the Waiʻanae Coast. They also provided their recommendations for a new educational process for not just their children (and grandchildren) but for all the young (and old) on the coast—education for Waiʻanae by Waiʻanae—which included: (a) the recruitment of teachers from within the Waiʻanae community or certainly from within the Native Hawaiian community; (b) the hiring of principals, preferably from the Waiʻanae community, that uphold the community’s values, utilize community experts as cultural resources, and support teacher autonomy without punitive measures under current teacher evaluation processes; (c) the utilization of Hawaiian culture-based education (HCBE) teaching methods; and (d) the inclusion of Hawaiian culture-based assessments in lieu of or in addition to current Western-based assessment models. Framed through the lens of Waiʻanae ʻĀina Momona, this study presents the waiwai (richness, wealth) of Waiʻanae: her culture, her people, and her community.
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Culturally relevant pedagogy, Hawaiians--Education
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Hawaii--Waianae
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