Embodying Haumea: wāhine scholars cultivating Kanaka independence/ts in the academy

Reyes, Nicole Alia Salis; Wright, Erin Kahunawaika'ala; Goodyear-Ka‘ōpua, Noelani; Oliveira, Katrina-Ann R. Kapā‘anaokalāokeola Nākoa

doi:10.1080/09518398.2019.1681543

Cited by 10 publications

(4 citation statements)

References 9 publications

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“…Furthermore, Uriarte (2010) It is clear from the studies in this review of literature that 1) challenges exist for Indigenous Knowledge due to its devaluation, marginalization, and misuse in higher education (Battiste, 2008;Brayboy & Maughan, 2009;Botha, 2007;Erwin & Muzzin, 2015;Hart et al, 2012;Schofield et al, 2011;Smith, 2012;Teaiwa, 2006;Thaman, 2003). Indigenous Knowledge is not all-encompassing (Hart, 2010;Smith, 2012;Thaman, 2003); 2) there is need to center Indigenous Knowledge as a consequence of centuries of suppression (Collins & Mueller, 2016;Pidgeon, 2016;Salis Reyes et al, 2020;Windchief & Joseph, 2015, Uriarte, 2010 and 3) Indigenous people are significant contributors and supporters of Indigenous students and knowledge within higher education institutions (Boyd et al, 2011;Collins & Mueller, 2016;Hunt-Jinnouchi, 2011;Minnabarriet, 2012;Pidgeon, 2016;Salis Reyes et al, 2020;Soaladaob, 2010;Windchief & Joseph, 2015). This study seeks to expand research on the inclusion of Indigenous Knowledge within Oceania in an Indigenous controlled university where Indigenous people are the majority.…”

Section: Indigenization In Palaumentioning

confidence: 98%

Reclaiming, Resisting and Representing: Makings Space for Palauan Knowledge in a Pacific Islander Serving Institution

Hannibal

2024

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Little research exists on the specific ways that Indigenous Knowledge is integrated into institutions of higher education across the U.S.-affiliated islands of Micronesia. This research study highlights the existence of Palauan Knowledge within Palau Community College. An Indigenous paradigm (Wilson, 2003) is utilized to align with Palauan values of respect (omenguul), responsibility (ngerachel), care and compassion (klechubechub). Through interviews (chelededuch) with nine collaborators, in addition to field notes, observations, and archival documents, this study was guided by the following questions: How is Indigenous Knowledge incorporated within Palau Community College (PCC)? Secondly, how do stories from Indigenous teachers and Indigenous learning environments inform PCC? Findings from this study reveal experiences of separation from Palauan Knowledge and the actions some collaborators took to preserve Palauan Knowledge. Collaborators’ narratives highlight several instances where Palauan knowledge is honored within the college through visual and oral representations and with academic and community programming. Continuity of Palauan Knowledge through ongoing opportunities to sustain practices in and outside the college is explored in the final reflections of collaborators. They continue to challenge perspectives that Indigenous Knowledge is in the past and instead is evolving. Ultimately, this study lays a foundation for continued inquiry and reflection of the college to continue to interrogate the ways that Palau Community College elevates Indigenous Knowledge.

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Section: Indigenization In Palaumentioning

confidence: 98%

Reclaiming, Resisting and Representing: Makings Space for Palauan Knowledge in a Pacific Islander Serving Institution

Hannibal

2024

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“…For example, Salis Reyes and colleagues (2020) asserted that their position in the academy is an act of ea (breath, life, sovereignty) and one of the many ways they hoʻoko (fulfill) kuleana lāhui (nation-building responsibilities). As these wāhine ʻOiwi continue to hoʻoko their kuleana lāhui, they remember that "strength comes from knowing that we are not in that fight alone" (Salis Reyes et al, 2020). Therefore, we recognize that the SCM is not the only space for Pōpolo and Kānaka wāhine sisterhood and solidarity.…”

Section: Conclusion E Kolo Ana Nō Ke ēWe I Ke ēWe the Rootlet Will Cr...mentioning

confidence: 98%

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

Shelly,

McAdoo

2024

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Traditionally, “sister circles are support groups that build upon existing friendships, fictive kin networks, and the sense of community found among Black women” (Neal-Barnett et al., 2018). The context of attending an Indigenous-serving institution grounded in Native Hawaiian culture, values, and knowledge, coupled with the dearth of Black women attending the University of Hawaiʻi at Mānoa, causes us to reimagine what a traditional sister circle might look like. Hence, we describe the importance of Black and Indigenous women's solidarities and how they are shaped and informed by place. Within this reflection, we describe how ʻike Hawaiʻi (Hawaiʻi centered knowledge) and ʻāina (land) inform the ways in which we create and sustain community for ourselves and other women of color attending UH Mānoa.

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“…Such support and gains fostered Hawaiian students’ academic and professional identities in STEM (Nguyen et al, 2018). While progress has been made in understanding teaching practices that are responsive to Native Hawaiians’ needs, the cultural dominance of Western traditions in education, along with cultural obligations and historical trauma, continue to impact Native Hawaiians’ educational experiences across disciplines and settings (e.g., Allaire, 2018; Salis Reyes & Wright, 2020). More research is needed to understand the role of culture and social support for Hawaiian college students who engage in informal learning environments, such as mentored undergraduate research.…”

Section: Mentoring Of Historically Underrepresented Students In Researchmentioning

confidence: 99%

“We’re all for the same mission”: Faculty mentoring Native Hawaiian undergraduates in STEM research.

Zorec¹

2024

Journal of Diversity in Higher Education

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Based on Vygotsky’s (1978) Sociocultural Theory, this multicase study explored the ways in which engagement in mentored research activities in science, technology, engineering, and mathematics (STEM) influenced the academic and professional aspirations of five Native Hawaiian undergraduate mentees and their persistence in higher education. The students’ faculty mentors were both Hawaiian and non-Hawaiian. In-depth interviews with mentees and mentors, observations of mentoring interactions, and document analysis indicated that providing mentees with hands-on activities to work on individual research projects in collaborative settings fostered students’ research mastery and independent critical thinking. Many of the faculty mentors used their knowledge of Hawaiian culture and communities to inform their mentoring practices. Community-engaged research activities that focused on Hawai‘i and the needs of and collaboration with Hawaiian communities provided opportunities for students to give back to communities and fostered the mentees’ senses of purpose. Being able to serve and protect communities, while simultaneously bringing forth Hawaiian culture in higher education and society more broadly motivated students to pursue graduate education and scientific careers.

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Embodying Haumea: wāhine scholars cultivating Kanaka independence/ts in the academy

Cited by 10 publications

References 9 publications

Reclaiming, Resisting and Representing: Makings Space for Palauan Knowledge in a Pacific Islander Serving Institution

Reclaiming, Resisting and Representing: Makings Space for Palauan Knowledge in a Pacific Islander Serving Institution

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

“We’re all for the same mission”: Faculty mentoring Native Hawaiian undergraduates in STEM research.

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