Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at UH Mānoa: a Qualitative Case Study using Kingdon's Multiple Streams Approach and Kanaka ‘Ōiwi Critical Race Theory
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2024
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Abstract
This study applied Kingdon’s (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka ‘Ōiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai‘i at Mānoa (UH Mānoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O‘ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA’s problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka ‘Ōiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and decision making. The results of this study informed recommendations for policymaking and future research pertaining to Indigenous serving and Minority Serving Institutions.
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Higher education administration, Critical Race Theory, general education, higher education policy, Indigenous serving institution, multicultural education, Multiple Streams Approach
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179 pages
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