Education of Native Hawaiian Students

Abstract

The purpose of this literature review is to provide an overview of Hawaiian education, its history, sources, and players. A certain narrative emerges through this review about what happens when conventional Western education systems are confronted by educational leadership powered by a distinctly indigenous culture, language, and knowledge system with its own epistemologies, reasoning, and logic. The narrative highlights the champions that have advocated for seeing Native Hawaiian knowledge systems as a pathway to educational transformation. Through this struggle, the relationships built over time have begun to produce systemic change. Thinking and learning in Native Hawaiian ways and in ʻōlelo Hawaiʻi (Hawaiian language) are slowly being integrated into the fabric of Hawaii’s pre-Kindergarten to Grade 12 schools and post-secondary institutions. Yet, as the millennium progresses, Native Hawaiians continue to be among the most marginalized populations in Hawaiʻi, indicating there is still much work ahead. The scholarship presented in this review traces a path of progress rooted in the great body and depth of Native Hawaiian knowledge. Admittedly, as collector-authors of this review, it was not possible to include a complete inventory of research and scholarship. Instead, we offer a select overview of an expanding field of knowledge generated by Native Hawaiian scholars and their allies, positioned here as a critical foundation upon which we continue to build. We begin with a set of references from a Native Hawaiian worldview that anchor educational approaches in our communities in the 21st century. Several sections on education in historical and social context follow, in addition to resources exploring pedagogy, praxis, culture-based education, research methodologies, and assessment. Also included are online sources and several university and legacy publishing organizations that produce resources in Hawaiian education.

Persistence at a tribal university: Factors associated with second year enrollment.

“…TCUs are federally funded and accredited institutions of higher education in the United States or Canada that receive their charters from a federally recognized tribe or tribes. They are seen as integral partners in the cultural and economic growth of tribal communities (Ah Nee-Benham, 2003) and their curricula have been developed to emphasize the values, beliefs, traditions, and language of tribal communities (Pavel, Inglebret, & Banks, 2001). In the 2009–2010 academic year, the 37 TCUs in the United States and Canada enrolled approximately 10% (19,070) of all indigenous college students, graduating 2,437 of them (American Indian Higher Education Consortium, 2012).…”