2014 native hawaiian education summit
TRANSCRIPT
2014 Native Hawaiian
Education Summit
Day 2 MC’s ‘Ekela Kaniaopio-Croizer & Hau‘oli Akaka
Opening Remarks
The MC’s for today are the: enchanting, entertaining Mehana with the energetic, melodious Aaron.
Morning Protocol
Morning Protocol led by: Kalani Akana
Mele Noi Naʻauao Aia i Kumukahi ka lā ke puka maila Ke neʻe aʻela nā helu i luna o ka ʻāina Ke hoʻomālamalama nei Ke hoʻopumehana nei Ke hoʻōla nei i nā kini ē Ua ao ka pō Ua eo ka pō i ke ao Ua ao wale maila ka hale nei ē. E ola kākou a pau loa i ke ao ē.
NHES 2014 Steering Committee
Lisa Watkins-Victorino, Charene Haliniak, Cheryl Kauhane Lupenui, Carla Hostetter, Gail Makuakane-Lundin, Kalehua Krug, Kealoha Fox, Keoni Inciong, Namaka Rawlins, Sylvia Hussey, Teresa Makuakane Drechsel, Waialeale Sarsona, Kamoa‘e Walk, Kau‘ilani Sang, Kristin Anderson, Keiki Kawai‘ae‘a, Walter Kahumoku
Tuesday, October 7 Registration, Coffee/Snack, Launa Morning Protocol & Introductions
9:00 – 10:00 Keynotes: Dr. Walter Kahumoku, Dr. Keiki Kawai‘ae‘a & Dr. Teresa Makuakane-Drechsel
10:00 – 10:20 Audience Q & A with Presenters 10:20 – 10:30 Break 10:30 – 12:25 Facilitated Conversation: Collective Vision Revisit
Lunch & Launa 1:15 – 1:30 Interactive Agreement 1:30 – 2:15 Facilitated Conversation: Work on Goal Statements 2:15 – 2:30 Break
2:40 – 3:50
Work Groups Post-Secondary: Creating a Model Indigenous Serving University—Hawai‘i Papa O Ke Ao KS: 2020 Strategic Plan share out
Keynote: Mo‘olelo in Research Dr. Walter Kahumoku III is the Director of the Kauhale Kīpaipai (Educator Professional Development) department of the Kamehameha Schools. Dr. Kahumoku has dedicated his life's work to improving the educational wellbeing of Hawaiian learners. His current work around Culture Based Education as it applies to Common Core has been critical to helping teachers understand how to reach native Hawaiian students in meaningful, relevant ways.
Keynote: Mo‘olelo of History Dr. Keiki Kawai‘ae‘a is the Director of Ka Haka ‘Ula o Ke‘elikōlani College of Hawaiian Language at the University of Hawai‘i Hilo. Keiki is one of the pioneering families of the Hawaiian immersion education movement and mauli ola education P-20. Dr. Teresa Haunani Makuakāne-Drechsel has worked with Native students and adults at various community colleges and universities in Hawai’i, Georgia, Oklahoma and other educational organizations. For over 20 years, she was an administrator at the Kamehameha Schools (KS) and continues to be actively involved in Native education and community organizations.
Keynote: Question & Answer
Process: 1. On a notecard, legibly write a
single question. 2. Pass the notecard/question
forward to one of the ushers…who will pass it to us/MC’s.
3. We will try to ask Kalehua as many questions as possible in the 10-15 minutes we have.
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Native Hawaiian Education -‐ A Brief Historic Look -‐
Thinking About… Where we have been… Where we are…AND
What’s ahead…
Ma ka Moʻolelo ʻAna ʻAha Niʻo Hoʻonaʻauao Hawaiʻi -‐ 2014
Dr. Teresa Haunani Mākuakāne-‐Drechsel Dr. Keiki Kawai‘ae‘a
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Some Things to Think About
² Knowledge and language as power. ² “Witnessing” (memory holding) – Acculturation, schools/education system was a way to break control of communities and parents over children. ² “Ka‘akālai Kū Kanaka” – Our language, culture, values and ways as strength. ² Strength and deficit models of education produce
different results (celebrating our strengths).
² Learning through vs. learning about.
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I o Kīkilo “A‘o” -‐ Our Traditional Ways of Knowing and Transference of Knowledge 1823-‐1840 Establishing Education for the Nation 1840-‐1890 Shifting Power Through Language – Banning of Hawaiian-‐ Medium Education 1890-‐1960 Imposing New Laws and Policies to Force Western
acculturation in schools – Hawaiian Language Mandated as Secondary to English (recovery – documents, recording)
1960-‐1970 Hawaiian Renaissance – Reclaiming & Recapturing Our Destiny 1970-‐1990 Building Momentum for a Hawaiian Education System 1990-‐2014 Determining Our Direction -‐ Reaffirming & Reasserting the
Strengths of our Families, Communities and Ways of Knowing and Being Hawaiian
Strengths to Deficit to Strength
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² Manomano ka ʻIke o ka Hawaiʻi A huge volume of knowledge is produced and taught orally
² Kū i ka māna
Knowledge taught through the family and apprenticeships
(hālau)
² Ma ka hana ka ʻike All knowledge comes from action, work, experience
Our Traditional Ways of Knowing and Transference of Knowledge Aʻo
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² 1825 Kauikeaouli -‐ “He aupuni palapala ko‘u.” “Mine is a government of literacy.” ² 1831 Lahainaluna High School -‐ Kingdom's College to prepare teachers and public servants ² 1841 Kauikeaouli establishes compulsory public school system. The Hawaiian language medium. English a secondary language.
Establishing Education for the Nation
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² 1864 Hawai‘i Superintendent of Education Mataio Kekūanāo‘a strongly condemns recommendations of non-‐Hawaiians to
replace the Hawaiian language with English as the primary language of instruction.
² 1887 Political events result in non-‐Hawaiians reducing financial support for Hawaiian-‐ medium schools and increasing support for English-‐medium schools for the privileged.
² 1887 Kamehameha Schools is established as an English-‐medium boarding school.
² 1893 Hawaiian monarchy overthrown.
Shifting Power Through Language – Banning of Hawaiian-‐Medium Education
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The Hawaiian literacy rate in the late 1800s :
² 125 newspapers
² Hawaiian and Part-‐Hawaiian ethnicities to be the most literate
groups in Hawai‘i (Republic of Hawai‘i census)
² 84% and 91.2% literacy, respectively, for full-‐blooded Hawaiians and part-‐ Hawaiians over the age of six. 75% is literate in both Hawaiian
and English.
² Hawaiian literacy rate at the time exceeded that for any ethnic group in Hawai‘i, including Whites.
² Literacy among Hawaiians higher than that in the U.S.
1896 Census – Celebrating Literacy
² 1896 New government follows U.S. Indian policy by outlawing use of Hawaiian in public schools.
² 1898 United States asserts its annexation over Hawai‘i. ² 1900 A territorial government is established. Hawaiian-‐medium is
forbidden in public education. Hawai‘i Creole English (‘Pidgin English’) begins to replace the Hawaiian language as the dominant language of the Hawaiian population.
² 1922 Hawaiian first taught as a secondary language in the University of Hawai‘i by legislative mandate.
² 1948 The last Hawaiian newspaper, Ka Hōkū o Hawai‘i, is published ² 1959 Hawai‘i becomes the 50th U.S. state. ² 1961 Kamehameha offers Hawaiian language as a credited course.
Imposing New Laws and Policies to Force Western Acculturation in Schools
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² 1964 The Merrie Monarch Festival is established. ² 1970 The Kalama Valley struggle marks the beginning of Hawaiian activism in the Hawaiian Cultural Renaissance. ² 1972 Nānā i ke Kumu by Pukui, Haertig and Lee sets the stage for
the application of Hawaiian culture to contemporary issues. ² 1974 Native American Programs Act. ² 1976 BA degrees in Hawaiian Language and Hawaiian Studies. ² 1976 Hōkūle‘a successfully navigates to Tahiti; a new metaphor
and process for Hawaiian education. ² 1977 ‘Ahahui ‘Ōlelo Hawai‘i is established; standardized Hawaiian
orthography.
The Hawaiian Renaissance – Reclaiming & Recapturing Our Destiny
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² 1978 Hawaiian language an official state language. ² 1978 Public education of Hawaiian culture, history and
language (Article X, Section 4). ² 1980 Hawaiian Studies Program established. ² 1983 The Native Hawaiian Educational Assessment project. ² 1983 First ‘APL preschool opens at Kekaha, Kaua‘i. ² 1986 The 1896 law against Hawaiian-‐medium instruction in public schools is repealed (90yrs). ² 1987 Hawai‘i DOE launches Papahana Kaiapuni Hawai‘i ² 1990 Native American Languages Act enacted.
Nā Pua No‘eau established.
Building momentum for a Hawaiian Education System
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² 1993 Native Hawaiian Educational Summit. ² 1994 The Native Hawaiian Education Act is extended to 1999. ² 1997 KH‘UOK of Hawaiian Language is established. ² 1997 Native Hawaiian Educational Summit II & NHEC Report. ² 1998 MA in Hawaiian Language and Literature. ² 1999 First Hawaiian immersion graduates. ² 2000 Hawaiian-‐focused New Century Public Charter School. ² 2004 First Ph.D. UH Hilo ² 2005 Native Hawaiian Educational Assessment II – Ka Huaka‘i ² 2006 Nā Lau Lama -‐ to strengthen educational outcomes. ² 2008 Hawaiian Cultural Influences in Education (HCIE) study ² 2014 BOE Programs Policy 2104, 2015 amended. 4000 reexamined.
Determining Our Direction – Reaffirming & Reasserting the Strengths of Our Families, Communities and Ways of Knowing and Being Hawaiian
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Not to be used without permission:: [email protected]
Some Things to Think About
² Knowledge and language as power. ² “Witnessing” (Memory holding) – Acculturation, schools/education system was a way to break control of communities and parents over children. ² “Ka‘akālai Kū Kanaka” – Our language, culture, values and ways as strength. ² Strength and deficit models of education produce
different results.
² Learning through vs. learning about.
Mo‘olelo of Research on Hawaiian Education: History, Politics, Deficits, &
Celebrations
Dr. Walter Kahumoku III Native Hawaiian Education Summit
Waimea Falls Experience: He mo‘olelo i keia manawa
What is Research? From a Western standard… re·search, rēˌsərCH,rəˈsərCH/ noun 1.1. the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. "we are fighting meningitis by raising money for medical research"
•verb 1.1. investigate systematically. "she has spent the last five years researching her people's history“ Synonyms: investigate, study, inquire into, look into, probe, explore, analyze, examine, scrutinize, review
What is Research?
From a Hawaiian standard… ʻImi i ke kumu; huli puke (literary); ʻimi naʻauao, noiʻi. vi. To seek knowledge or information; to investigate; investigation, examination, research, searching for even the smallest detail.
Mo‘olelo of Research: The History of Research on/about Hawaiian Education
• 4 phases of research: – Phase I: Reports & policies about what Hawaiians
should learn (1840 to 1900) – Phase II: Reports & policies about the Education of the
Territory (1900 to 1950) – Phase III: Research about being Hawaiian (1950’s to
1990’s) – Phase IV: Research by Hawaiians about being
Hawaiian and Hawaiian Education (1990’s to present)
The History of Hawaiian Education Research
• These research phases are: – Of my own perspective – Not definitive nor
exhaustive – Meant to build a kahua of
understanding about the history of research on Hawaiian Education
Pre-contact Education
Had system of rigorous education—kahuna, halau—in place to train young (Malo 1951 (1845); Kamakau 1964; Kelly 1982; Kame‘eleihiwa 1992; Blaisdell 1993; Hope & Hope 2003)
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
Most “research” conducted in the 1800’s & early 1900’s were… • Numbers/counts/basic
statistics found in reports • Notes/memos/letters about Hawaiians in school and impacted policies governing education.
Phase I: 1820—The beginnings of Western Education
Wist (1940) & Kuykendall (1938) When the missionaries came to Hawai‘i, they intended to teach English to Hawaiians and failed. They then became fluent in Hawaiian so that they could conduct their Christian mission through the reading of bible. The first copies of a 16-page pamphlet were printed in standardized Hawaiian in 1822.
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Richard Armstrong, Minister of Public Instruction (1853):
On my tours around the Islands, I have found parents everywhere, even on the remote island of Ni‘ihau, most anxious to have their children taught the English language, and the reason they generally gave was a most sound and intelligent one, that without it—they will, by-and-by be nothing, and the white man everything
Phase IA: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Richard Armstrong, Minister of Public Instruction (1853, 1860): – Number of students in common
schools decreased by 312 – Decline paralleled increased
enrollment in (English) select schools – 1854, 15 English schools served 650
students – By 1859, approximately 1000 native
students were taught through English.
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Alexander Liholiho (1855): It is of the highest importance in my opinion, that education in the English language should become more general, for it is my firm conviction that unless my subjects become educated in this tongue, their hope of intellectual progress, and of meeting the foreigners on terms of equality, is a vain one (Lydecker, 1918).
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo
• Chapin (1984): Without a doubt, the Hawaiian language newspapers had the largest readership of any papers in the Islands. Among these, by far the largest number, were oppositions papers. A highly literate Hawaiian population read the output of Native Hawaiians and their Caucasian allies who from the 1860’s to 1900 produced almost 70 newspapers.
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Editor of the Polynesian (1858):
“Hawaiians are condemned as ‘radically unfitted,’ because, with such (education) as they received during the thirty and some years, they have not produced a Newton, a Shakespeare, a Montesquieu or a Kant.”
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Reverend Sereno Bishop (1884): “The social order and moral standards of the coming generations of Hawai‘i nei, whatever their blood, are inevitably to become English in types as in language. By English, of course, we mean not British…but the Greater English…Anglo-American. Our literature, our art, our manners, our moral and political opinions will be mainly American.” (Hawaiian Monthly, October, 1884).
Phase I: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Wist (1940): By 1880, many schools were teaching an American-styled curriculum. Geography, math, and reading…were accompanied by college preparatory courses like chemistry and philosophy (Western). Teachers were imported from the United States and Europe. English erudition became the norm for college preparatory classes. Many Hawaiians were excluded.
Phase IA: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Inspector General of Schools (D. Baldwin), (1880):
We are becoming more and more convinced that our only hope for improving the educational system of the country (Hawai‘i) is in the superior class of teachers which are available for…English and select schools alone; and not available for our Common Hawaiian Schools.
Phase IA: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Silva, (1999): 1896 brought a final symbolic blow to the Hawaiian language schools. The Republic of Hawai‘i passed a lawa that decreed “The English language shall be the medium and basis of instruction in all public and private schools”. In truth, the number of Hawaiian language schools had already been declining for many years, taking the most precipitous falls after the Bayonet Constitution. In 1886, there were 77 Hawaiian language schools; in 1896, there was 1.
Phase IA: 1840-1900 He Mo‘olelo o ka ‘Ōlelo Hawai‘i
• Wist, (1940): The extent to which public education played a part in the events leading up to this climax (overthrow) will…never be precisely known….Public education was a foster child of the American missionaries; and its growing success only increased the efforts of the opponents of Americanism in Hawaii. Public education had contributed to the general adoption of the English language in the Islands—a factor of some significance in the American decision favoring Annexation.
Phase II: 1900 - 1950 Immigrant population grew—90,000 in 1890, 191,874 in 1910. By 1900, only 24.4% of the population (of 154,193 total) were native. US Census 1920: FH (Full) 23,723; PH (Part)18,506 1930: FH 22,636; PH 28,224 1940: FH 14,375; PH 49,935 1950: FH 12,206; PH 73,885 1960: Census puts all Asian & PI together 1900 – 1950, public school required English only.
Phase II: 1900 - 1950 Thomas, Kana‘iaupuni, Balutski, Freitas (2012): Territorial school system focused on the Westernization, and later, Americanization, of a population that increasingly included immigrant laborers for the sugar industry. Public schooling was progressively formalized and segregated with the establishment of English Standard Schools in the 1920s. By 1930, public education included secondary curriculum and a growing trend toward equal access by all children, regardless of English language ability. (343)
Phase II: 1900 - 1950 U.S. Bureau of Education (1920): Many white people, Hawaiians and Part-Hawaiians, who can afford to pay tuition, but who would like perhaps for democratic impulses to send their children to the public high schools, are deterred from doing so. This is mainly because their children would be outnumbered in their classes by the orientals, who have little in common with them and whose language difficulties impede the progress of all.
Phase II: 1900 - 1950 Hughes (1993) on English Standard Schooling: There were two major goals involved in the creation of a separate school system. The primary articulated goal was to ensure that the children of English-speaking parents were provided an education in which they were not held back in English and other subjects because of the presence of non-English-speaking children. In every case the English standard children performed better academically than did the non-English standard children.
Phase II: 1900 - 1950
Hughes (1993) on English Standard Schooling: The second articulated goal of the English standard system was to assure that children of English-speaking parents learned Western, not Asian, values and behavior. This was usually cast more frankly in terms of American values.
Phase II: 1900 - 1950 Hughes (1993) Hawaiian children attending public schools: • 1919 FH 3,177
(8.8%); PH 3,940 (10.9%)
• 1947 FH 2,493 (.5%); PH 16,160 (6%)
Phase II: 1900 - 1950
Benham (1998) of Hawaiians in Education during the 1945 to 1960’s: The Native Hawaiian voice is markedly absent from…discourse because of decreasing Hawaiian populace, lack of political representation, and didactic indoctrination in schools that combined to deteriorate Native Hawaiian culture and self-esteem. (131-132)
Lessons from Phase I & II: Research on/about Hawaiian Education
• Early education reports were written by non-Hawaiians
• Slow push toward English/Western ideas/ American values replacing Hawaiian (though growing concerning reported in Hawaiian language newspapers about loss of Hawaiian)
• After Act 90 (1896), No Hawaiian Language Allow…devastating
Mo‘olelo of Research: The History of Research on/about Hawaiian Education
Phase III: Research about being Hawaiian (1950’s to 1990’s)
Phase IV: Research by Hawaiians about being Hawaiian and Hawaiian Education (1990’s to present)
Phase III: 1950-1990 ‘Ike Hawai‘i vs Deficits
Most “research” conducted in the 1950 to early 1990’s were about…
• things Hawaiian
• Reports touting decline of Hawaiians in education
Phase III: 1950-1990 ‘Ike Hawai‘i vs Deficits
Phase III: 1950-1990 ‘Ike Hawai‘i vs Deficits
• 1983 Native Hawaiian Educational Assessment
• 1969 Reinecke—Decline of Hawaiian Speakers
• 1988 Gallimore—Hawaiian Poverty and Families
• 1976 Choy & Dodd—Poor Reading Comprehension
Phase III: 1950-1990 ‘Ike Hawai‘i vs DeficitsKEEP: Kamehameha Early Education Program
Ronald Tharp, Ronald Gallimore, Cathy JordanKathryn Au, Alice Kawakami, and others
• Relationship (Teacher & Child) very important
• Success is determined in terms of contributions to kin/peer group
• Education occurs informally (home, peers)/formally (classroom, modeling)
• Using children’s prior knowledge first builds connectivity to learning
Phase IV: (1990-Now) Strengthening Mauli
• Igniting the power of cultural identity (e.g. language, knowledge, practices, values, worldviews, connections) by teaching culture.
Revitalized Identity
• Recognizing the strength of native knowledge/intelligences as connected to learning new/other knowledge/skills/ understandings by teaching through culture.
Strengthened Identity
• Empowering the ability to live in multiple—local, national, global—worlds by being grounded in a Hawaiian identity.
Empowered Identity
Phase IV: (1990-Now) Strengthening Mauli• Kawakami, Aton, Cram, Lai, Porima (2007) Indigenous values
and methods for educational evaluation that includes:
– Spiritual, social, emotional
– Narrative and cultural manifestation
– Mo’olelo, Kupuna knowledge
Phase IV: (1990-Now) Strengthening Mauli
Phase IV: (1990-Now) Strengthening Mauli
‘Ōlelo Hawai‘i—Kula Kaiapuni
• Emily Hawkins
• Wilsons, Pila & Kauanoe
• Helen Slaughter
• Yamauchi & Luning
• Alohalani Housman
Hawaiian Identity as Applied to Education
• Keiki Kawai‘ae‘a
• Kerri-Ann Hewett-Fraser
• Julie Kaomea
• David Sing
Phase IV: (1990-Now) Strengthening Mauli
• Kaiapuni also strengthened students’ sense of identity as Hawaiians, pride, and political activism (Luning & Yamauchi, 2010).
• Students whose teachers used culture-based practices scored higher in reading and math (Kana‘iaupuni, Ledward, & Jensen, 2010).
• Students at the Wai‘anae HS Hawaiian Studies Program, a culture-based program, learned that they could give back and did gave back to their communities (Yamauchi et al., 2006).
Increases Student EngagementA
Strengthened Identity
An Empowered
Identity
Teaching and learning thru
Hawaiian culture
High Student Engagement that produces:• Emotional, Behavioral,
Cognitive Improvements• More focused, self-
directed, confident, & positive
Promotes Academic SuccessA
Strengthened Identity
An Empowered
Identity
AP English SuccessTeaching and learning thru Hawaiian culture
Promotes Academic SuccessA
Strengthened Identity
An Empowered
Identity
Chemistry SuccessTeaching and learning thru Hawaiian culture
A Revitalized Identity
A Strengthened
Identity
An Empowered
Identity
Ensuring success for generations
•HQE that develops cognitive abilities in preparation for K-12 education
•HQE that incorporates basic CBE understandings to revitalize Hawaiian identity
•HQE that supports positive interactions
•High Quality Environment (HQE) that nurtures a child’s emotional growth
Emotional development
Social development
Cognitive development
Cultural development
Data: National Center on Early Development and Learning, 1999; National Institute on Early Childhood Development and Education, 2000;ies: National Center for Special Education Research, 2013.
Phase IV: (1990-Now) Strengthening Mauli
Lessons from Phase III & IV
• Though many of the Education reports after 1960 are about Hawaiian deficits, we see a surge of publications and research about ‘Ike Hawai‘i/Hawaiian education, first by non-Hawaiians and then, in the last 2 decades, by Hawaiians—many of whom hold the degree of doctor.
• As we strengthen our mauli through education, the reports have moved from quantitative/negative/deficit to positive/ celebratory.
• Research by Hawaiians for Hawaiians has radically changed the landscape of knowledge about Hawaiians.
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* The ‘Ohana and Native Hawaiian Communities shall determine, shape, and guide the education of our people.
* We shall establish an educational system which embraces, nurtures and practices our traditional foundation as embodied in our language, culture, values and spirituality.
* We shall establish an educational system which empowers Native Hawaiian people to be the contributors, active participants and leaders in our local and global communities.
NH Ed Summit Goals (1993)
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N
NHEA Enacted 1988
NHEA Reauthorized
1994
1993 NH Ed
Summit 1
1997 NH Ed
Summit 2 NHEC “Honu Rpt.”
From a Western Educational System to a Hawaiian Educational System
1983 NH Ed
Assmt. Proj.
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N
1993 NH Ed Summit 1 “Imi Na‘auao: Embracing Native Hawaiian Self-‐Determination through Educational Change” 1997 NH Ed Summit 2 – NHEC “Honu” Report “There will be an enlightened Hawaiian nation.” And, we believe that “our enlightenment will come grounded in our cultural wisdom through our spirituality, love of homeland, family, language, and community.”
Native Hawaiian Community Vision on Hawaiian Educational
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NHEA Reauthorized
2002 NHEA
Since 2002
2005 Ka Huaka‘i
2007 Nā Lau Lama
From a Western Educational System to a Hawaiian Educational System
Reviewing the Work
Day One Summit Outcomes
Proposed Vision
Statement
Keynote Message
Moʻolelo of Practice
Moʻolelo in Practice
Facilitated Conversations
How did we get here?
Day One Summit Outcomes Keynote Messages
• Moʻolelo as a Source of ʻIke
• We Are Living a Moʻolelo • Moʻolelo Bridges
Generations
Practioner Panel
• Be Present • Reconnect • Mālama Our Resources • Value Hawaiʻi
Day One Summit Teacher Panel
• Moʻolelo Can Heal Us • Know Your Own Moʻolelo • Ke Aloha Ka Mea Nui • ʻIke Hawaiʻi Is Not A
Supplement • ʻIke Kūpuna Has The
Power To Bring Change • Find Your Kuleana And
Stick With It
Facilitated Conversations
• ʻŌlelo Hawaiʻi • Pili ʻUhane • ʻIke ʻĀina • Ke Ea • ʻOhana/Kaiāulu
Proposed Vision Statement ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao.
I nā makahiki he 10 e hiki mai ana e ʻike ʻia ai nā hanauna i mana me ka ʻōlelo a me ka nohona Hawaiʻi no ka hoʻomau
ʻana i ke ola o ka mauli Hawaiʻi.
In 10 years we envision generations empowered through/with Hawaiian language, values and practices
that are sustaining healthy and joyful communities.
Hōkūleʻa World Wide Voyage
• Share the values and practices for caring for our islands and to learn from others what they are doing
• Bridge the
communities and cultures of caring and bring them together in our effort to navigate toward a sustainable future
Proposed Vision Statement ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao.
I nā makahiki he 10 e hiki mai ana e ʻike ʻia ai nā hanauna i mana me ka ʻōlelo a me ka nohona Hawaiʻi no ka hoʻomau
ʻana i ke ola o ka mauli Hawaiʻi.
In 10 years we envision generations empowered through/with Hawaiian language, values and practices
that are sustaining healthy and joyful communities.
Group Tasks • Review and edit the PROPOSED Vision
Statement • Draft a RATIONALE STATEMENT that
supports the Vision Statement
Ho‘omaha Iki
Please report to your work groups by 10:50 (Same facilitator & groups as yesterday)
Facilitated Conversations:
Revisiting the Vision Statement
Hoʻonani I Ka Makua Mau Hoʻonani i ka Makua mau Ke Keiki me ke ka ʻUhane nō Ke Akua mau, hoʻomaikaʻi pū Ko kēia ao ko kēlā ao. Kūnou haʻahaʻa ko ka honua Nō uluuli o ke kai Na ʻano lani kau hōkū Nā nani o ka ʻōnaeao. ʻĀmene
‘Āina Awakea
me Ho‘olauna 12:30 to 1:10
Interactive Agreements
Vision Statement for Native Hawaiian Education & Priorities
Statement 1 ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao: I nā makahiki he ʻumi e hiki mai ana e ʻike ʻia ai nā hanauna i mana i ka ʻōlelo a me ka nohona Hawaiʻi no ka hoʻomau ʻana i ke ola pono o ka mauli Hawaiʻi.
Statement 2 ʻO Hawaiʻi paeʻāina ke kahua o ka hoʻonaʻauao: In 10 years kānaka will thrive through the foundation of Hawaiian language, values, practices and wisdom of our kūpuna and new ʻike to sustain abundant communities.
Statement 3 Vision: ‘O Hawaii ke kahua o ka hoonaauao. Mission: We commit to reestablishing a Hawaiian education system and growing vibrant and joyful communities through/ with Hawaiian language, values, and practices.
Text to 22333 STATEMENT 1 Code: 1108859
ʻO Hawaiʻi paeʻāina ke kahua o ka hoʻonaʻauao: In 10 years kānaka will thrive through the foundation of Hawaiian language, values, practices and wisdom of our kūpuna and new ʻike to sustain abundant communities.
STATEMENT 2 Code: 1108860
Vision: ‘O Hawaii ke kahua o ka hoonaauao. Mission: We commit to reestablishing a Hawaiian education system and growing vibrant and joyful communities through/ with Hawaiian language, values, and practices.
STATEMENT 3 Code: 1108861
ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao: I nā makahiki he ʻumi e hiki mai ana e ʻike ʻia ai nā hanauna i mana i ka ʻōlelo a me ka nohona Hawaiʻi no ka hoʻomau ʻana i ke ola pono o ka mauli Hawaiʻi.
Vision Statement: GOALS • Select your TOP PRIORITY:
Text the code to 22333 ELEMENT CODE
ʻŌlelo Hawaiʻi (Hawaiian Langauge) 1110258 - 42 Pili ʻUhane (Spirituality) 1110259 - 9 ʻIke ʻĀina (Place-based) 1110623 - 7
Ke Ea (Control) 1110624 - 16 ʻOhana/Kaiāulu (Family/Community) 1110625 - 14
ʻIke Hawaiʻi (Hawaiian Knowledge) 1110626 - 32
Goal Group Assignments • ʻŌlelo – Kalehua, Kauʻi (Mauka 1) • ʻĀina/Place-based – Makana, Kanoe
(Mauka 2) • Ea – Kōnia (Makai 2) • Spirituality – Waiʻaleʻale (Ballroom) • ʻOhana/Kaiāulu – Paula, Punihei (Makai 1) • ʻIke Hawaiʻi – Walter, Shawn (Ballroom)
Facilitated Conversations:
Goal Statements
Ho‘omaha Iki
From 2:15 to 2:30
Work Groups Two Work Groups convening this afternoon from 2:30 to 3:30 are:
– “Post-Secondary: Indigenous Serving
Institution” will be in Mauka Ballrooms.
– Kamehameha School 2020 Strategic Plan will
be in Main Ballroom.
E Hawai`i nui kuauli E nā hono a`o Pi`ilani *(`O Maui nui a Kama) O`ahu o Käkuhihewa Kaua`i o Manokalanipo Hui: E na`i wale no `oukou I ku`u pono `a`ole pau I ke kumu pono o Hawai`i E mau ke ea o ka `äina i ka pono I ho`okahi kahi ka mana`o I ho`okahi kahi pu`uwai I ho`okahi kahi ke aloha E mālama i ka mäluhia E mālama i ka mäluhia