HAʻI MOʻOLELO: ENGAGING ALOHA ʻĀINA CURRICULUM TO HOʻOULU ʻŌPIO AT WAIʻANAE INTERMEDIATE

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dc.contributor.advisorKukahiko, Eōmailani
dc.contributor.authorOana, Ululani Kekahiliokalani Brigitte Russo
dc.contributor.departmentEducation
dc.date.accessioned2024-07-02T23:43:08Z
dc.date.available2024-07-02T23:43:08Z
dc.date.issued2024
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/108432
dc.subjectEducation
dc.subjectCurriculum development
dc.subjectMiddle school education
dc.subjectAloha ʻĀina
dc.subjectLei hulu
dc.subjectMālama ʻĀina
dc.subjectPilina
dc.subjectʻIke kūpuna
dc.titleHAʻI MOʻOLELO: ENGAGING ALOHA ʻĀINA CURRICULUM TO HOʻOULU ʻŌPIO AT WAIʻANAE INTERMEDIATE
dc.typeThesis
dcterms.abstractIn the diverse educational landscape of Hawaiʻi, Native Hawaiian students have long grappled with Western-dominated curricula that neglect Hawaiian values and knowledge. This research focuses on an Aloha ʻĀina curriculum initiative at Waiʻanae Intermediate, a public school on the Island of Oʻahu, Hawaiʻi, where the middle school science curriculum was rewritten to align with ʻike kūpuna (ancestral knowledge); mālama ʻāina (taking care of the land), and pilina (close relationships.) The objective of this study is to explore the experiences of students who have engaged with this Aloha ʻĀina curriculum and its impact on their Hawaiian identity. A lei hulu (feather garland) metaphor is woven throughout this dissertation to describe the framework of this research study. Using the method of Haʻi Moʻolelo (storytelling), participants were provided with a culturally appropriate platform to connect, share, and deepen their relationships throughout the research process. This research involved conducting in-depth interviews with three focus groups of students who experienced the revised curriculum. The findings of the study reveal significant positive impacts on the students’ Hawaiian identity. These impacts are attributed to their strengthened connections to moʻolelo (ancestral stories), pilina, and participation in immersive mālama ʻāina experiences. This study provides valuable insights into the potential of a culturally responsive curriculum fostering a renewed sense of Hawaiian identity among students, shedding light on the importance of cultural relevance and inclusion in education for native communities. The findings underscore the significance of creating a curriculum that respects and integrates ʻike kūpuna, pilina, and mālama ʻāina.
dcterms.extent252 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hawii:12078

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