The issue is enhancing the school space with Hawaiian culture based education, so that students - especially special education students - can find strength in their identity and knowledge of place as well as their role in their local community and society (school being that initial society they participate in). Special education students in my classroom are often very strong in ‘āina-based activities (hunting, diving, surfing, fishing, etc) and are ready and able to advocate for and defend the way of life in their community. They may not see themselves as strong members of the community because they don’t feel that they fit into the initial society they participate in, school. Cultural and place-based education strengthens and uplifts their voice in the classroom. It is important that the community is able to celebrate and validate their work as well.

Students in Hawaii deserve the opportunity to strengthen their sense of belonging in the school setting by engaging in culturally relevant and place-based education. Additionally, having student work showcased to the community not only provides a space to uplift culturally relevant work, it also creates a forum for excellence, and builds the community’s awareness of what students are doing at school. This is a space for all learners to start to find their place in the community, and the importance of their own voice in the advocating for culture and place while aligning their understandings with the priorities of the community to preserve and strengthen ‘āina and kanaka in their place. Special education students may need intentional support and opportunities from their teachers and community in finding their space and sense of excellence in the local society (both in school and life beyond school). This happens both through in-class representation and learning that is relevant to their sense of identity in culture and place. Celebrating their work publicly validates and impacts students in an enduringly  positive way.