Case Studies ofEmerging Ethnocentric Charter Schools in Hawai'i

Abstract

The fast growing charter school movement may be impeded if charter schools are perceived as a vehicle for stratifying, segregating, and balkanizing an already ethnically, socio-economically divided population. This article defines ethnocentric schools and describes three Native Hawai'ian charter schools. While they are very different in curricula and in emphasis on the Hawai'ian language and other features, they all have strong community support and a high degree of parental involvement and have access to funds available only for Native Hawai'ian programs. It may be easy to support the expenditure of public funds for ethnocentric charter schools in areas like Hawai'i where ethnic minorities have traditionally been underserved. The issues raised in this study may have broader implications for the evolution of American public education. The question is not what criteria to apply to distinguish schools of "good" choice from schools of "bad" choice. In final analysis we must ask, are schools of choice truly schools of choice, or not?

Exploring quality programs for English language learners in charter schools: A framework to guide future research

“…Charter school design teams could potentially engage communities with large proportions of ELLs by developing culturally responsive models that meet a need in the community. For example, Buchanan and Fox (2003) described three Hawai'ian charter schools that were designed to preserve Hawai'ian culture and values, incorporated Hawai'ian language into their curricula, and involved elders and community members in learning at the school.…”

Haven Charter Schools: Separate by Design and Legally Questionable

“…A few publications note that there has been a growing number of charter schools that focus on serving a specific culture (Buchanan & Fox, 2004), including Native-Hawaiian, NativeAmerican, Hmong, and Somali, among other cultures (Fox, Buchanan, Eckes, & Basford, 2012;Minow, 2010a). In their book, Fox and Buchanan (2014) highlight the impetus behind ethnocentric charter schools.…”

“…Buchanan and Fox (2004) suggest that the notion of "separate but equal" may be evolving into the belief that only through ethno-centric schools can "true equity emerge" (p. 82). Nevertheless, what has evolved is a form of voluntary segregation that is considered by some to be leveling the playing field or providing a safe environment (Hill & Lake, 2010) and by others to be a major civil rights failure (Civil Rights Project, 2010).…”

Winston charter school: a case study involving the intersection of external and internal accountability mandates

“…Most charter schools view their curricula as innovative, distinct, and intended for a particular population of students. Studies of charter schools in several states chronicle their innovative practices and results (Buchanan & Fox, 2003;Charter Schools Research Project, 2001; Colorado Department of Education, 2005; J. B.…”

“…In this vision, good schools focus on student learning and the needs of children by personalizing education and creating relationships between teachers and families (Fullan, 1999;Schneider et al, 2000). Effective schools have a strong sense of mission and a well-defined culture (Block, Everson, & Guskey, 1995;Buchanan & Fox, 2004;Evans, 1996;Wohlstetter & Chau, 2003). Finally, effective schools have a common curriculum, in which all students participate (Alexander, 2002;Buchanan & Fox, 2003;Resnick & Glennan, 2002;Themstrom, 2001).…”