He ʻelele au na Ke Kula Nui o Hawaiʻi a me kona Papa O Nā Kahu Kula O Ke Kulanui, a e hāpai haʻahaʻa aʻe nei au i kēia ʻōlelo Hōʻoia ʻĀina. He Honua ʻōiwi ʻo Hawaiʻi nona ka poʻe ʻōiwi o ka ʻāina, ʻo ia nā kānaka Hawaiʻi. He hōʻoia kēia e hoʻohanohano a hoʻohiwahiwa aku i ka ʻāina a kāko e kū nei a na ka ʻāina e alakaʻi i ka ʻōlelo a me ke ʻano o kākou.

Ke nonoi aku nei au i nā kānaka e kū nei e nalu a e hoʻohanohano i nā kānaka mua o nēia ʻāina, nā kānaka e mālama i ke aliʻi no nā hanauna a hanauna he nui wale aku. Kū nō ke Kula Nui o Hawaiʻi i ka hoʻohiki a Ke Kula Nui o Hawaiʻi e hoʻoulu i ke ola o ke kaiāulu ʻōiwi ma o kā kākou hana naʻauao e kōkua a kākoʻo i ka ulu kūpono o ke kaiāulu no ko kākou poʻe a me ka honua.

No laila, e nā makama, ʻo ke kumu o kēia ʻākoakoa mai ma ʻaneʻi, ma ka moʻo o Kalāhū, ahupuaʻa o Pālolo, moku o Kona, mokupuni o Oʻahu, ʻo ia hoʻi e neʻemua i ko Hawaiʻi haʻawina i ka honua ma o ka mālama kūhohonu i ke Aloha ʻĀina.

ʻO Hawai‘i nō kēia.

On behalf of the University of Hawaiʻi and its Board of Regents, I respectfully offer up this Hōʻoia ʻĀina, Land Acknowledgement, acknowledging Hawaiʻi as an indigenous space whose original people are today identified as Native Hawaiians. This acknowledgment honors the land we stand on and guides the way in which we speak and act.

I ask all those present to reflect on and honor the indigenous people, the traditional stewards of this land, who have lived and worked on this land for generations upon generations. The University of Hawaiʻi is strategically clear in our commitment to fostering the well-being of our indigenous people and their communities through our academic processes, thus contributing to the growth of community for both our people and the world.

It is, therefore, the intention of our gathering here, in the moʻo (narrow strip of land) of Kalāhū, in the ahupuaʻa (land division) of Pālolo, in the moku (district) of Kona on the island of O‘ahu, to advance Hawaiʻi’s contribution to the world by keeping close the indigenous values of Aloha ʻĀina, Kinship to the Land.

This is Hawai‘i.

• Supports the Hawai‘i Papa O Ke Ao Report (January 2010) – University of Hawai‘i.

  • Integrating an indigenous perspective to learning at the University of Hawai‘i is critical for this institution to be a model indigenous-serving institution.

  • The ABL designation reflects the intentions of Guiding Principles of Papa O Ke Ao, which states that the plan “provides for all students – Native and Non-Native -- to raise the success of Native Hawaiians at the University. As a result, the initiatives implemented through this plan will raise the success bar for all students at the University.”

• Supports Kapi‘olani Community College Strategic Plan 2015-2021

  • Strategic Direction II. Hawai‘i Innovative Initiative: Productive Futures of Students, Faculty, and Staff

    • C. Establish hallmarks and assessment methods for ʻāina-based learning through teacher preparation and curriculum across the disciplines.

    • I. Advance the use and understanding of Hawaiian language, history, and culture.

  • Strategic Direction IV. Modern Teaching and Learning Environments

    • B. Establish a Hawaiian place of learning through the use and understanding of Hawaiian language, history, and culture.

• ‘Āina-Based Learning “helps students make meaningful connections between them and their learning experiences.”

• ‘Āina-Based Learning “motivates students to learn and achieve with a sense of ownership of their education.”

• ʻĀina-Based Learning is “culturally relevant pedagogy” which Ladson-Billings defines as “effective pedagogical practice [that] not only addresses student achievement but also helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions) perpetuate.”

• Community-Based Learning and Diversity/Global Learning are recognized by the Association of American Colleges and Universities as high impact practices.

  • In regards to Community-Based Learning, community integration, and engagement are also recognized best practices in scholarly research on ‘āina-based learning.

  • In terms of Diversity/Global Learning, non-Hawaiian students in an ABL Related course will explore and learn about Hawaiʻi and its indigenous culture which may foster a deeper connection to their home and strengthen a sense of responsibility to care for Hawaiʻi, making content more relevant and engaging.

https://www.hawaii.edu/hawaiipapaokeao/

https://www.kapiolani.hawaii.edu/wp-content/uploads/2013/03/Strategic-Plan-2015-2021.pdf

KSBE Nā Lau Lama Community Report http://www.ksbe.edu/_assets/spi/pdfs/reports/na-lau-lama/Culture-Based_Education_Worknig_Group_Final.pdf

KSBE Nā Lau Lama Community Report http://www.ksbe.edu/_assets/spi/pdfs/reports/na-lau-lama/Culture-Based_Education_Worknig_Group_Final.pdf

Ladson-Billings, Gloria. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 465-491. American Educational Research Association. URL: http://www.jstor.org/stable/1163320 20/08/2017 10:20.