No Ka Hoʻonaʻauao ʻōiwi Hawaiʻi Pono: Ke Kālailai ʻana I Ka Papahana Hale Noho Haumāna Hoʻonaʻauao ʻōiwi Hawaiʻi

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dc.contributor.advisorKūkahiko, Eōmailani
dc.contributor.authorKeala-Quinabo, Kona
dc.contributor.departmentEducational Foundations
dc.date.accessioned2020-11-25T18:26:06Z
dc.date.available2020-11-25T18:26:06Z
dc.date.issued2020
dc.description.abstractNo ka Moʻolelo i Hoʻopōkole ʻia ʻOkoʻa ke ʻano o ke kahua o ka hoʻonaʻauao ʻōiwi Hawaiʻi ma nā pōʻaiapili ʻokoʻa. ʻO ke ʻano o ka hoʻokahua pono ʻana i ka hoʻonaʻauao ʻōiwi Hawaiʻi me ka moʻomeheu ʻōiwi Hawaiʻi o ke au ma mua ma kekahi papahana hale noho haumāna hoʻonaʻauao ʻōiwi Hawaiʻi ke kumuhana nui o kēia pāhana noiʻi. Ua hoʻokaʻawale ʻia kēia pāhana noiʻi i ʻekolu mau mahele. ʻAkahi, ua noiʻi ʻia ka moʻomeheu ʻōiwi Hawaiʻi o ke au ma mua i mea e haku ai i wehewehena o ia moʻomeheu a me kekahi palapala no ke kālailai ʻana i nā papahana hoʻonaʻauao ʻōiwi Hawaiʻi. ʻAlua, me ia ʻike mai ka mahele mua o ia pāhana, ua kālailai ʻia nā kula hale noho haumāna hoʻokemua ʻōiwi Hawaiʻi i mea e hoʻoikaika ai i ua palapala kālailai. ʻAkolu, ua kālailai ʻia ke kahua o kaʻu papahana hale noho haumāna hoʻonaʻauao ʻōiwi Hawaiʻi ma o ke kālailai ʻana i nā palapala e wehewehe ana i ke ʻano o ke akeakamai hoʻonaʻauao a me ke kahua o ka papahana. Ua loaʻa mai ka wehewehena o ka moʻomeheu ʻōiwi Hawaiʻi, kona pilina i ka nohona kanaka, a me ka pilina o ka nohona i ka hoʻonaʻauao. Ua ʻike ʻia, ʻo ka moʻokūʻauhau, ka moʻolelo, ka hoʻomana, ka ʻōlelo, a me nā wahi, ma ke ʻano he Hawaiʻi a ma ke ʻano he huina, ka moʻomeheu ʻōiwi Hawaiʻi. ʻO ia hoʻi, ʻo kēia huina hiʻohiʻona ka mea e Hawaiʻi ai ka Hawaiʻi. Ua ʻike pū ʻia ka pilina o ia huina hiʻohiʻona i ka hoʻonaʻauao pono ʻana aku i nā haumāna ʻōiwi Hawaiʻi ma ka papahana hoʻonaʻauao ʻōiwi Hawaiʻi o kēia au e holo nei. Abstract The foundation of Hawaiian culture-based education differs with differing contexts. The main subject of the study is how to properly ground the Hawaiian culture-based education of a Hawaiian culture-based boarding program in the indigenous Hawaiian culture of pre-contact Hawaiʻi. The study was broken into three parts. Firstly, the indigenous Hawaiian culture was analyzed then defined, and a document to analyze Hawaiian culture-based education programs was created. Secondly, data collected in part one was used to analyze boarding schools in Hawaiʻi founded to assimilate the indigenous Hawaiian population. This was done to strengthen the analyzing document created in part one of the study. Thirdly, the foundation of my Hawaiian culture-based boarding program was analyzed through the analysis of documents detailing the educational philosophy and foundation of the program. The Hawaiian culture was defined as well as its relationship to indigenous existence. The relationship of this existence to education was also explained. It was found that moʻokūʻauhau, moʻolelo, hoʻomana, ʻōlelo, and wahi, as explained through the Hawaiian culture as Hawaiian and as a group, make up the Hawaiian culture. This is to say that these five characteristics as a single group is what makes something Hawaiʻi, Hawaiʻi. The relationship between this group of cultural characteristics and the proper education of an indigenous Hawaiian student in a contemporary Hawaiian culture-based education program was also revealed.
dc.description.degreeD.Ed.
dc.identifier.urihttp://hdl.handle.net/10125/70380
dc.languagehaw
dc.publisherUniversity of Hawaii at Manoa
dc.subjectEducation
dc.titleNo Ka Hoʻonaʻauao ʻōiwi Hawaiʻi Pono: Ke Kālailai ʻana I Ka Papahana Hale Noho Haumāna Hoʻonaʻauao ʻōiwi Hawaiʻi
dc.typeThesis
dc.type.dcmiText
local.identifier.alturihttp://dissertations.umi.com/hawii:10758

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