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Module 12: Culture-Based Education in Hawaiʻi
How can we improve educational practices within our Hawaiʻi classrooms?
How can place-based and culture-based education uplift our keiki?
Identify approaches to place and culture-based education
Explore ways educators can approach diverse classrooms and remain unbiased
Explore Hawaiʻi cultural standards Nā Honua Mauli Ola and HĀ Framework
In this module we are looking at the benefits of culture and place based education in Hawaiʻi. Please read this excerpt from Education Week that refers to a study which we will be learning more about in activity #4.
Culture-Based Education
Culture-Based Education
"Hawaiian Cultural Influences in Education: School Engagement Among Hawaiian Students"
"Hawaiian Cultural Influences in Education: School Engagement Among Hawaiian Students"
April 6, 2010
A study of both private and public schools in Hawaii has found that students of teachers who frequently infuse their lessons with Hawaiian culture-based strategies have higher educational aspirations than students of teachers who don’t.
In the study, 87.9 percent of students of teachers who used culture-based strategies said they expect to graduate from college compared with 73.5 percent of students whose teachers tended not to use such strategies.
Students of teachers using Hawaiian-focused approaches also were more likely to say that many people at school are like family, that they can trust people at their school, and that teachers at their school go out of their way to help them.
The study is based on interviews with 600 teachers, 2.969 students, and 2,264 parents at 62 participating schools, including regular public schools, charter schools, schools with Hawaiian-immersion programs, and the private Kamehameha Schools.
The study is a collaborative effort of the Kamehameha Schools, Hawaii education department, and Na Lei Na'auao, an alliance of Hawaiian-focused public charter schools. The study on student engagement is part of a larger research effort that also aims to answer the question of whether culturally relevant teaching practices have an impact on student achievement.
Vol. 29, Issue 28, Page 5
Published in Print: April 7, 2010, as Culture-Based Education
1. What is Nā Hopena Aʻo? Watch this 5 minute overview and hear from early adopters of this framework.
2. Read Article: Nā Hopena Aʻo Statements - HĀ: BREATH and find out what this policy is all about. and watch the video below to get a more in depth overview of HĀ:
What was the need for HĀ?
How is this implemented in schools across Hawaiʻi?
What were the discussions surrounding the establishment of the HĀ framework?
Thinking about this weekʻs assignment, what to elements from BREATH would you be able to incorporate into the activity? In other words, what to of these 6 aspects would be met through your proposed lesson?
3. Read article: Kikī Nā Wai: Swiftly Flowing Streams - Examples of ʻOhana and Community Interaction in CB
What does the article say about best practices for CBE?
While this study focused on secondary students, how might results from this research support all students in Hawaiʻi?
4. Find 2 online resources that would support your topic of choice for this moduleʻs assignment.
Click HERE and review online some resources.
CLICK HERE for another link to online resources provided by Kamehameha Schools.
Also do a search on your own w/relation to your topic for the lesson. Select at least two online Hawaiian Cultural Resources - you will add this as part of your assignment for this module.
5 Read about Nā Honua Mauli Ola and how these cultural standards support teaching in Hawaiʻi.
In thinking about this weekʻs assignment, what two pathways align with your activity?
You will select two and list them in your assignment, and explain how this would be met through the activity you described.
Whatʻs Due this Module:
Hawaiian Cultural Standards Analysis
As weʻve seen in this module, culture, place and project based education have been linked to higher student motivation and positive student achievement. When students are engaged in the curriculum and can see themselves, their community and their families in the curriculum, the outcomes are high. As we wrap up this week, and you reflect on your own future teaching, what are some things you can take with you? What might be something you can apply to your own classroom?
In preparing to write your Hawaiian Cultural Standards Analysis, review the film clip below. We are asking ourselves this week, "why is it important for students to see themselves in their curriculum"? Since you are all taking this course in Hawaiʻi, we are using this place as the context for including culture into learning.
Review the assignment template
Decide what topic you want to teach from the host culture of Hawaiʻi
Follow the template to design your analysis
Leeward CC - Online Learning Resources
Leeward CC- Writing Center
Leeward CC- Learning Resource Center
Culturally Responsive Teaching
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