The Connection of Samuel Chapman Armstrong as Both Borrower and Architect of Education in Hawai'i

Beyer, Charlotte

doi:10.1111/j.1748-5959.2007.00073.x

Cited by 21 publications

(2 citation statements)

References 3 publications

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“…Samuel, the son of White American missionaries was born and raised on the island of Maui, the island of Kanuha's alma mater, Lahainaluna. Perhaps, because of his connection to Hawaiʻi as well as his success educating "savages" at Hampton, Samuel Chapman Armstong carried the Hampton method and philosophy of educating non-White students to the Kamehameha Schools (Beyer, 2007).…”

Section: Nani Ka ʻōIwi O Ka Lāʻau I Ka Luaiele ʻIa E Ka Makanimentioning

confidence: 99%

Ka Moʻolelo o Ka Nuha: the safety zone at the Kamehameha Schools didn’t happen by accident

Watson

2020

AlterNative: An International Journal of Indigenous Peoples

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Written in a style inspired by Hawaiian language newspapers of the 19th century, this moʻolelo (history) seeks to tell the story of Hawaiian patriotism at the Kamehameha Schools, a school for Indigenous children founded and funded by a princess of the Hawaiian Kingdom. With Raphael Lemkin’s phases of genocide in our pocket and Lomawaima and McCarty’s Safety Zone Theory as our guide, readers will journey through the school’s correspondence, teacher meeting minutes, and Hawaiian language newspapers documenting the celebration of the holiday Lā Kūʻokoʻa, the events surrounding the 1895 Kaua Kūloko, and the experiences of the first Indigenous teacher hired by the school.

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Section: Nani Ka ʻōIwi O Ka Lāʻau I Ka Luaiele ʻIa E Ka Makanimentioning

confidence: 99%

Ka Moʻolelo o Ka Nuha: the safety zone at the Kamehameha Schools didn’t happen by accident

Watson

2020

AlterNative: An International Journal of Indigenous Peoples

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“…This attention to White settler colonialism, racism, and American education in Hawaiʻi emphasizes how these three systems affected Native Hawaiian political sovereignty and the cultural identities and educational opportunities of immigrant and Indigenous students in the 19th and early 20th centuries (Beyer, 2007;Chang, 2016;Stratton, 2016). However, scholars have not gone far enough to bring all three together in order to examine the Americanization efforts of Hawaiʻi's 20th-century White school officials and administrators as a colonial system of White supremacy.…”

mentioning

confidence: 99%

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

Taira

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.

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Logics of Immersion: Lake Mohonk and the U.S. Colonial Boarding School

Charbonneau

2022

Palgrave Studies in the History of Childhood

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The Connection of Samuel Chapman Armstrong as Both Borrower and Architect of Education in Hawai'i

Cited by 21 publications

References 3 publications

Ka Moʻolelo o Ka Nuha: the safety zone at the Kamehameha Schools didn’t happen by accident

Ka Moʻolelo o Ka Nuha: the safety zone at the Kamehameha Schools didn’t happen by accident

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

Logics of Immersion: Lake Mohonk and the U.S. Colonial Boarding School

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