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Proquest Dissertations Talking story through literature in Hawai'i: Fifth graders' responses to culturally relevant texts Item Type text; Dissertation-Reproduction (electronic) Authors Ebersole, Michele Michiko Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 07/10/2021 13:28:44 Link to Item http://hdl.handle.net/10150/279772 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter tace, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broicen or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely aff^ reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Leaming 300 North Zeeb Road, Ann Artaor, Ml 48106-1346 USA 800-521-0600 NOTE TO USERS This reproduction is the liest copy available. UMT TALKING STORY THROUGH LITERATURE IN HAWAI'I: FIFTH GRADERS' RESPONSES TO CULTURALLY RELEVANT TEXTS By Michele Michiko Ebersole Copyright © Michele Michiko Ebersole 2000 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING, AND CULTURE In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Graduate College THE UNIVERSITY OF ARIZONA 2000 UMI Number: 3002508 Copyright 2000 by Ebersole, Michele Michiko All rights reserved. ® UMI UMI Microform 3002508 Copyright 2001 by Bell & Howell Information and Leaming Company. Ail rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 2 THE UNIVERSITY OF ARIZONA « GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Michele Michiko Ebersole entitled Talking Story through Literature in Hawai'i: Fifth Graders' Responses to Culturally Revelant Texts and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy Ml njtjet) Katt>j Date II Da/i^u^a Foxtox ^^7/9 7 ^ Date Vf/g a ^tta Goodman Date ^ —» uj^loo Kenneth Goodman Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ''^1 V l'K> DissertatTon Dwector Kathy Short Dat« 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED 4 ACKNOWLEDGEMENTS I am very grateful to the many people who have helped in making this study possible. My sincere appreciation and aloha to my dissertation committee, especially my chairperson. Dr. Kathy Short, who provided me with valuable advice, continuous guidance, and supportive encouragement. I could not have done it without her. Dr. Dana Fox's thoughtful perspective, kindness and ever-supportive comments gave me new insights and understandings. Drs. Ken and Yetta Goodman, who took me "under their wing" as a young graduate student, enabled me to find a sense of empowerment and the confidence I needed to grow as a learner. I deeply respect and value their suggestions, probing questions and nudges along the way. My deepest thank you goes to Charlene Miyashiro who graciously invited me into her classroom. Her friendship, guidance, and collegiality are genuinely appreciated. I am also thankful to my principal, Annette Yamaki, who welcomed this study at the school site. A big mahalo nui loa to the students - Alex, Courtney, Jenna, Kaipo, Robert and Tatyana, who made this study possible. Their willingness to give of themselves and open their hearts and minds pushed me to grow and consider literature and learners in a new light. I am forever grateful to my friend and confidant Gloria Kauffman who graciously housed me during my trips to Tucson and continuously pushed my thinking as an educator and researcher. I also wish to thank Karen Onofrey for her quick e-mail responses and phone conversations which gave me the suggestion I needed at just the right time. I certainly couldn't have completed this dissertation without the perceptive insights of Alice Kawakami, my mentor right here in town and Aunty Kiki Mookini who offered her loving and intellectual expertise on Hawaiian culture. I wish to thank my parents who have always been the backbone of my support system, offering unconditional love and encouragement, not to mention the many nights they provided dinner and countless small favors so I could work on this dissertation. To my husband and "true companion" Jesse, who traveled with me to Arizona and who always seems to understand and remind me of the important things in life. I am forever grateful for his unwavering love and encouragement and for helping to make this journey all possible. DEDICATION Jesse and Jamie 6 TABLE OF CONTENTS TABLE OF FIGURES 13 ABSTRACT 14 1. INTRODUCTION: DISCOVERING A SENSE OF PLACE 16 Purpose of This Study 17 Historical Influences 23 Professional and Political Influences 26 Personal Influences 28 More Professional Influences 35 Professional Influences become Personal 36 Significance of Study 38 Overview of the Study 40 2. REVIEW OF THE LITERATURE 42 Historical and Cultural Context of Hawai'i 43 Evolution of a Diverse Society 45 Language Change 48 Defining Local 53 Emergence of Local Culture: A Culture of Resistance .. 55 History of Local Literature 60 Defining Local Literature 66 Multicultural Children's Literature 71 Asian American Representation in Children's Literature 77 Issues in Accuracy and Authenticity 81 The Use of Multicultural Literature 86 Reader Response Theories and Research 89 Literature Discussion 99 Conclusion 105 RESEARCH METHODOLOGY 109 Obtaining Access 112 Description of the Setting and Participants 113 Finding a Classroom 117 Classroom Description 120 Literature Discussion Time 123 Role of Researcher 126 Limitations 127 Participant Observation 129 Selection of Cases 131 Courtney 134 Tatyana 134 Robert 135 Kaipo 135 Jenna 136 Alex 137 Research Design 137 Selection #1 - Short Story Discussion of "J'Like Ten Thousand" 138 Selection #2 - Novel Study of Blue Skin of the Sea .. 139 Selection #3 - Text Sets on Students' Issues 141 Selection #4 - Read-Aloud of Dance for the Land 146 Methodology and Data Collection Techniques 148 Primary Data Sources 149 Literature Discussion Transcripts 149 Interviews 150 Pre-interviews 151 Symbolic Representational Interviews 152 Post-interviews 155 Secondary Data Sources 155 Student Literature Journals 156 8 Observational Field Notes 156 Personal Reflection Journal 158 Class Charts 159 Photographs 160 Calendar of Events 160 Data Analysis 162 Analysis for Question One 163 Analysis for Question Two 169 Trustworthiness 174 Credibility 174 Member Checking 17 6 Transferability 176 Dependability 176 Conformability 177 Conclusion 177 4. HISTORY OF THE STUDY AND CLASSROOM EVENTS ISO Beginnings - January, 1999 184 Observations - January & February 1999 186 Pre-Interviews - January, 1999 190 Literature Discussion 1 - January 1999 191 Literature Discussion 2 - February & March 1999 192 Whole Class Discussion 201 Symbolic Representational Interview, March 1999 202 Discussion of Author's Use of Language in Novel 204 Moving into the Text Sets - April 1999 206 Literature Discussion 3 - April & May 1999 216 Heroes Drama - May 1999 217 Artifact Sharing - May 1999 219 Literature Discussion 4 - May & June 1999 221 Post-interview - June 1999 225 Aloha - June 1999 .. 226 Role of the Teacher 227 EXPLORING CULTURAL UNDERSTANDINGS THROUGH LITERATURE.. 230 Sense of Belonging 235 Knowing the Language: "Pidgin shows our culture" .... 241 Having a Sense of History: "Keep the reputation of the family here" 245 Confronting Racial Issues: "Haoie, you don't belong here" 247 Living the
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