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HETEROTOPIC POSTMEMORIES of an ACTUAL HOMELAND: RECOLLECTIONS and RECLAMATIONS of HAWAI'i AILEEN LEDOUX Bachelor of Arts

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HETEROTOPIC POSTMEMORIES of an ACTUAL HOMELAND: RECOLLECTIONS and RECLAMATIONS of HAWAI'i AILEEN LEDOUX Bachelor of Arts HETEROTOPIC POSTMEMORIES OF AN ACTUAL HOMELAND: RECOLLECTIONS AND RECLAMATIONS OF HAWAI’I AILEEN LEDOUX Bachelor of Arts, University of Lethbridge, 2013 A Thesis Submitted to the School of Graduate Studies of the University of Lethbridge in Partial Fulfilment of the Requirements for the Degree MASTER OF ARTS Department of Sociology University of Lethbridge LETHBRIDGE, ALBERTA, CANADA © Aileen Ledoux, 2015 HETEROTOPIC POSTMEMORIES OF AN ACTUAL HOMELAND: RECOLLECTIONS AND RECLAMATIONS OF HAWAII AILEEN LEDOUX Date of Defence: August 13, 2015 Dr. Kimberly Mair Assistant Professor Ph.D. Supervisor Dr. William Ramp Associate Professor Ph.D. Thesis Examination Committee Member Dr. Kara Granzow Assistant Professor Ph.D. Thesis Examination Committee Member Dr. Steve Ferzacca Associate Professor Ph.D. Chair, Thesis Examination Committee Abstract In this study, I propose the concept of heterotopic postmemory as a theoretical reworking of Michel Foucault’s method of heterotopology and Tonya K. Davidson’s elaboration of postmemories of lost or virtual spaces. Although postmemory is often used in conjunction with lost or virtual spaces of diasporic populations, Hawaiians encounter postmemories of an actual space while residing within it. My thesis formulates the theoretical-methodological device of heterotopic postmemory by considering the program of Kamehameha Schools as well as their Annual Song Contest, the Royal Hawaiian Center, hula, place names, and photographic renderings of Hawai’i as motivated by heterotopic postmemory; such postmemory attempts to contest and reverse colonial understandings of Hawai’i as an American, Anglophone, and tourist site. The concept of heterotopic postmemory contributes to memory studies by spatializing postmemory and it enables the study of colonial and post-colonial spaces where memory is a crucial site of social struggle. iii Acknowledgements First and foremost, thank you to my wonderful parents for supporting me throughout my undergraduate and graduate years. I truly appreciate your patience! Thank you to Dr. Laurendeau and Dr. Malacrida for encouraging me to apply to graduate school and taking the time to meet with me to discuss the possibilities. Dr. Ferzacca, I sincerely appreciate your interest in my thesis and taking the time to be the Examination Chair of my defence. To my committee members Dr. Granzow and Dr. Ramp – thank you so much for your support, constructive criticism, and thoughtful comments. Thank you to my fellow graduate students. I appreciate the support, friendship, and entertainment – I don’t think I’ve ever laughed as much as I have during these past two years! A special thank you to Jenny Oseen, the all-knowing life force of the Sociology and Anthropology departments. Where would we be without you? I truly appreciate your kindness and support. And finally, my sincerest gratitude to Dr. Kimberly Mair. You saw potential in me that I never realized, continually encouraged me although I lacked confidence, and always offered support and invaluable advice. I am grateful and incredibly lucky to have a supervisor who is patient, selfless, and supportive. It is because of your enthusiasm and guidance that this thesis exists today. iv Table of Contents Introduction ...................................................................................................................................... 1 Memory ........................................................................................................................................ 4 Postmemory ............................................................................................................................... 14 Postmemories: From the Virtual to the Heterotopic .................................................................. 17 The Heterotopic Postmemory of Native Hawaiians .................................................................. 22 Chapter 1: Nalowale (Lost, Forgotten) .......................................................................................... 27 Ancient Hawaiian History .......................................................................................................... 27 Hawai’i ....................................................................................................................................... 29 Discovery and the Kingdom of Hawai’i .................................................................................... 30 Overthrow, Annexation, and Statehood ..................................................................................... 36 Sovereignty ................................................................................................................................ 38 Kamehameha Schools ................................................................................................................ 41 Heterotopology of Kamehameha Schools.................................................................................. 47 One Voice: Annual Song Contest .............................................................................................. 52 Place Names ............................................................................................................................... 57 Chapter 2: Aloha Means “Hello” and “Goodbye” ......................................................................... 67 The Royal Hawaiian Center/Helumoa ....................................................................................... 67 Simulacra and Representation .................................................................................................... 72 Commodified Aloha................................................................................................................... 77 Chapter 3: The Eternal Space, or the Here and the Now, of Heterotopic Postmemory ................. 82 The "Five-0 Effect" .................................................................................................................... 82 Tourist Maps .............................................................................................................................. 83 Photographs ............................................................................................................................... 91 The Here and the Now ............................................................................................................... 95 Conclusion ................................................................................................................................... 138 References .................................................................................................................................... 145 v Introduction Drawing on Marianne Hirsch’s (2012b) concept of postmemory, Tonya K. Davidson (2011) questions whether or not it is possible to have memories of a place never visited, or a place that has become lost and unknown. Her own virtual homeland is Kapetanovo, Croatia. She has never visited, yet experiences it; did not grow up there, yet remembers it; and knows little more than her family members, yet recognizes the faces of many townsfolk. Kapetanovo has become accessible to Davidson through her grandfather’s stories, memories from her family members’ vacations, and the residual culture of the Kapetanovers who, like Davidson’s grandparents, fled to Canada due to World War II. Davidson’s memories of her virtual homeland are postmemories produced from instruction and relationships, rather than geographically situated ones. In Different Spaces, Foucault (2004) explains that there is a tendency to understand history in terms of time, but emphasizes the significance of spatial analysis. He coins the term heterotopology, the study of heterotopias, sites that are heterogeneous and not reducible to a singular space. I argue that Foucault’s heterotopology and Davidson’s reworking of postmemory to explore the notion of a virtual homeland can provide insight into Hawai’i while inviting the extension of these theoretical concepts to posit the theoretical formulation of “heterotopic postmemory.” Heterotopic postmemory is thus a theoretical concept that brings together Foucault’s method of heterotopology and Tonya K. Davidson’s elaboration of postmemories of lost or virtual places. It is important to note that although Davidson was influenced by places that are lost or uninhabitable, Hawaiians actually encounter postmemories of an actual, 1 geographical1 space while residing within it, rather than experiencing postmemories of a lost or virtual homeland from which they or their families were displaced. Combining Davidson’s theory of postmemories of a virtual homeland and Foucault’s concept of heterotopia, my thesis will formulate the theoretical-methodological device of heterotopic postmemory by considering the program of Kamehameha Schools as well as their Annual Song Contest, the Royal Hawaiian Center, hula, place names, and photographic renderings of Hawai’i as motivated by heterotopic postmemory; such postmemory attempts to contest and reverse colonial understandings of Hawai’i as an American, Anglophone, and tourist site. With this study, which spatializes postmemory within a geographical location, I propose that heterotopic postmemory enables the study of colonial and post-colonial spaces where memory is a crucial site of social struggle. After reviewing relevant contributions to memory studies, I will begin by addressing the history of Hawai’i, starting from ancient Hawai’i, Euro-American contact, and the creation
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