The Emergence of Indigenous Hawaiian Charter Schools

Goodyear-Ka‘ōpua, Noelani

doi:10.5749/minnesota/9780816680474.003.0002

Cited by 13 publications

(37 citation statements)

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“…To problematize and re‐conceptualize the hegemonic discourse framing STEM education in Hawaiʻi and beyond, we must take action to engage networks in creating cultural kīpuka [space of refuge and growth] (Goodyear‐Ka'opua, 2013). Cultural kīpuka facilitates challenging what counts as knowledge in STEM education through conscientization, resistance, and transformative action (Anderson et al, 2021).…”

Section: The Need To Decolonize Stem Educationmentioning

confidence: 99%

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

2023

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Given the growing global environmental threats, shifts to increasingly binary thinking that isolate and polarize discourse, and the erosion of caring for each other and our places, the authors believe it is imperative that we change the way science and science, technology, engineering, and math (STEM) education connect with communities and are taught in school. As part of the larger study, this paper explores how the integration of STEMS2 Pedagogy with community based problem solving (re)shapes two case‐study teachers' learning environments and serves as a tool to facilitate decolonizing STEM education by addressing the research question. Research question: How does the integration of community‐based problem‐solving and STEMS2 Pedagogy impact how the case study teachers think about STEM education and the design of STEM curriculum? Drawing from longitudinal critical ethnographic case studies and Hawaiian hermeneutics frameworks, two public school educators (co‐authors), we collected data between Fall 2017 to Fall 2021. The inductive analysis process described above resulted in two key claims: (1) Grounding STEM instruction in place strengthens sense of place and kuleana, and (2) Strengthening one's sense of kuleana changes the measure of success.

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Section: The Need To Decolonize Stem Educationmentioning

confidence: 99%

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

2023

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“…In following a relational approach (Tynan and Bishop 2022), I have primarily drawn on literature from Aboriginal and Torres Strait Islander scholars in the so-called Australia, and moved out from there, looking for commonalities in approaches and understandings of Indigenous environmental knowledges across oceans and continents. There are beautiful bodies of work from Indigenous scholars which resonated and overlapped, where Place-based knowledges centered on relationality and custodianship of Country (see e.g., Goodyear-Kaʻōpua 2013; Kimmerer 2013; McCoy, Tuck and McKenzie 2016; Rubis and Theriault 2019; Whyte 2019).…”

Section: Indigenous Education and Eurocentric Schoolingmentioning

confidence: 99%

Humility. Listen. Respect: Three values underpinning Indigenous (environmental) education sovereignty

Bishop

2023

Progress in Environmental Geography

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This article looks beneath Indigenous (environmental) education sovereignty to uncover the underpinning values of Humility; Listen; and Respect. These values are invoked by education practices that have existed in the so-called Australia forever and have the potential to change the way we live and interact; restoring health and relationships with Country, each other and more-than-human kin. These are not pretty concepts to “do,” they comprise of deeper axiological ways to “be.” It is imperative Indigenous knowledges are centered when talking about “the environment,” as colonialism continues to cause severe and irreversible damage across the globe. These values encompass a shift toward Indigenous Education Sovereignty, that is, education grounded in Indigenous knowledge, for our grandchildren's grandchildren.

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“…Ea. Like self-determination and sovereignty, Ea has multiple contextual definitions, but most Kanaka ʻŌiwi scholars acknowledge two major denotations of the concept (Aluli Meyer, 2008;Goodyear-Kaʻōpua, 2013, 2016Salis Reyes, 2013Wright & Balutski, 2016). The first denotation of Ea is largely cultural: Ea is "life" and "breath"-in essence, an animating or life-giving principle.…”

Section: Sociopolitical Goals: Advancing the Lāhui's Ea And Indigeneitymentioning

confidence: 99%

Engaging a Kanaka ʻŌiwi Literature Review Methodology Through Research on Native Hawaiian Culture-Based Education

Kawano

2023

Review of Educational Research

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Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kānaka ways of knowing and being, a Kanaka ʻŌiwi literature review methodology (KanakaʻŌiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.

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The Emergence of Indigenous Hawaiian Charter Schools

Cited by 13 publications

References 0 publications

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

Humility. Listen. Respect: Three values underpinning Indigenous (environmental) education sovereignty

Engaging a Kanaka ʻŌiwi Literature Review Methodology Through Research on Native Hawaiian Culture-Based Education

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