The Seeds We Planted

Goodyear-Ka‘ōpua, Noelani

doi:10.5749/minnesota/9780816680474.001.0001

Cited by 179 publications

(8 citation statements)

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“…Being able to serve communities and perpetuate Hawaiian culture and identities motivated students to persist in college and to see the relevance of academic–scientific careers to their communities’ goals. Increased responsibilities and aspirations may have prepared mentees for leadership roles to achieve sovereignty and self-determination (i.e., Goodyear-Ka‘ōpua, 2013). As discussed by Indigenous scholars (Brayboy & Castagno, 2009; Salis Reyes, 2013), the study brings evidence that mentoring pathways for Hawaiian students’ success and well-being in STEM higher education speak to affirmation and empowerment as members of the larger collectives with its Indigenous integrity intact.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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“…But this should be facilitated in a manner that provides just enough information to non-Indigenous audiences Two authors of the present paper, Brigitte Russo and to adopt curricula with common core standards to prove legitimacy, not appear overly political, and align themselves with the standards-based evaluation goals of K-12 education (Gruenewald and Manteaw 2007). The emphasis on standards-based instruction shifts many practitioners away from programming that addresses socioenvironmental issues, including the displacement and subjugation of Indigenous communities (Gruenewald and Manteaw 2007;Goodyear-Ka'ōpua 2013) persistent invasive species (e.g, Guinea grass, Urochloa maxima) and out-planting coastally endemic species (e.g., 'ōhai, Sesbania tomentosa). The program creates reciprocal relationships in which students take care of Keawa'ula, and Keawa'ula strengthens their sense of place and belonging.…”

Section: Transforming Current Management Systemsmentioning

confidence: 98%

Cultivating sovereignty in parks and protected areas: Sowing the seeds of restorative and transformative justice through the #LANDBACK movement

Fisk¹,

Jacobs²,

Russo³

et al. 2021

Parks Stewardship Forum

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Indigenous communities possess long histories of using land acknowledgments to reinforce their cultural ties with specific areas. Today, many public and private institutions use land acknowledgments to recognize the Indigenous Peoples who inhabited and still live in local areas. However, an opportunity exists to move beyond institutional acknowledgments and into action-oriented frameworks that support decolonization efforts, especially within parks and protected areas (PPAs). PPAs present an opportunity for the actualization of the #LANDBACK movement, which could strengthen Indigenous land governance, conservation, and sovereignty. This thought piece uses decolonization and storytelling methodologies to demonstrate how current PPA management paradigms perpetuate harm against Indigenous communities. It also explores how these paradigms can evolve to improve the social-environmental efficacy of PPAs by highlighting three areas of change where PPAs could perpetuate the cultivation of Indigenous sovereignty: (1) addressing cultural tensions and transforming current management systems; (2) creating Indigenous Knowledge spaces in PPArelated educational settings; and (3) building decolonial futures by returning lands to Indigenous communities. This paper presents reflective frameworks with guiding questions for PPA managers to embrace the #LANDBACK movement in partnership with Indigenous communities. These frameworks provide opportunities for park managers, educators, and PSF PARKS STEWARDSHIP FORUM Cultivating sovereignty in parks and protected areas: Sowing the seeds of restorative and transformative justice through the #LANDBACK movement PAPERS FROM THE 2021 GEORGE WRIGHT SOCIETY STUDENT SUMMIT SOCIOENVIRONMENTAL JUSTICE researchers to center Indigenous epistemologies, ontologies, and community well-being. Additionally, this manuscript provides the scaffolding for PPA managers and Indigenous communities to implement restorative and transformative justice practices within current PPA systems. Implementing the proposed frameworks within PPAs could generate monumental social transformation.

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“…This would be especially helpful for IF non-profit organizations seeking to diversify their financial portfolio to focus on education and production due to pandemic related hardship. This will allow Kānaka 'Ōiwi children, who represent the single largest ethnic group in Hawai'i public elementary and secondary school student population, to gain access to culturally significant foods they might not otherwise encounter at home (Goodyear-Ka'ōpua, 2013). In addition, the expansion of the program will further uplift the numerous LF that already participate.…”

Section: Conclusion: Integrating Findings Into Policymentioning

confidence: 99%

What Do Values Have to Do With It?: Resilience of Two Types of Farmers in Hawai‘i to the COVID-19 Pandemic

Hutchins

Feldman

2021

Front. Sustain. Food Syst.

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A history of agriculture and socio-cultural formation has led to a complex local food system in Hawai‘i. Customary agricultural systems built by Kānaka ‘Ōiwi (Indigenous Hawaiian) are now rested within a landscape filled with many different crops tended by farmers from a variety of ethnic backgrounds. Value systems dictating farming practices and crop selling decisions differ. In Hawai'i, values of food security or food sovereignty are of particular importance, especially as growing movements seek to increase local production and decrease the state's reliance on imported food in the wake of the COVID-19 pandemic. In this study, we systematically compare two different groups of farmers in Hawai'i and their values related to production and distribution. We then analyze the experiences of these two groups of farmers during the COVID-19 pandemic and their responses to them. The study is based on interviews with 22 Indigenous Kānaka ‘Ōiwi (IF) and Non-Indigenous local farmers (LF) from the island of O‘ahu. Ninety percent of IF say values associated with both food security and sovereignty drive their production and distribution decisions, while 75% of LF describe food security as the sole driver. Sixty percent of IF follow a non-profit economic model and emphasize cultural and educational values in their production decisions. LF follow profit-driven models and emphasize the influence the market has in their decisions. Prior to the COVID-19 pandemic, IF sold or donated the bulk of their crops to the local community through farm pickups, while restaurants were the primary buyers of LF crops. During the pandemic, the local community continues to be the primary recipient for IF, and due to the closure of many restaurants, LF have pivoted their sales to the community as well. Farmer interviews are augmented by three interviews with Hawai'i food system experts and relevant literature to suggest multiple pathways state agencies and local organizations could implement to support farmers from different backgrounds through COVID-19 and into the future.

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The Seeds We Planted

Cited by 179 publications

References 0 publications

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

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

Cultivating sovereignty in parks and protected areas: Sowing the seeds of restorative and transformative justice through the #LANDBACK movement

What Do Values Have to Do With It?: Resilience of Two Types of Farmers in Hawai‘i to the COVID-19 Pandemic

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