A portrait of decolonizing practices at Kamehameha Elementary School
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2011-12
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University of Hawaii at Manoa
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Huliau refers to a turning point, a time of change. The transformation of Kamehameha Schools from a school for Hawaiians (assimilationist) to a Hawaiian school is the focus of this study. Beginning with the implementation of the 2000--2015 Strategic Plan, this qualitative study traces an organic, rhizomatic process that deconstructs durable colonial structures to one which reconstructs ideological dispositions to educate Native Hawaiian children. Using multiple lenses of postcolonial studies, critical race theory, discourse analysis, and critical literacy, this study analyzes the institutional context of change, then zooms-in on Kamehameha Elementary School, Kapalama campus, particularly the decolonizing classroom practices in Grades 2 and 5. In order to determine whether or not the practices are indeed decolonizing, student voices are heard through numerous blog entry data. Administrator, teacher, and parent voices are heard through interviews. Implications of the study point to the kuleana, or responsibility, of not just Kamehameha Schools, as a large corporatized organization. Imagining a decolonizing praxis of hope and social justice for Native Hawaiians, the people of Hawaiʻi, and globally beyond, requires extensive reconceptualization of curricula, pedagogical methodologies, and educational experiences where the 'aina (land) is not dehumanized and silenced.
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Kamehameha Schools
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Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.
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