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Educational Perspectives U.S University of Hawai‘i at Ma¯noa NONPROFIT College of Education ORGANIZATION Educational Perspectives U.S. POSTAGE Educational Perspectives 1776 University Avenue PAID Wist Hall, Room 113 HONOLULU, HI Journal of the College of Education/University of Hawai‘i at Ma¯noa Honolulu, HI 96822 PERMIT NO. 278 Website: www.hawaii.edu/edper Volume 45 O Numbers 1 and 2 Educational Perspectives Journal of the College of Education/University of Hawai‘i at Ma¯noa CONTENTS Dean Donald Young 2 Contributors Editor Hunter McEwan 3 Ho‘okulāiwi and the Lived Experiences of Guest Editor Stephanie Furuta Indigenous Research Graphic Designer Darrell Asato K. Laiana Wong and Margaret J. Maaka 7 Kicking the Bucket: It’s All About Living College of Education Editorial Board Kekailoa Perry Linda Johnsrud, Professor 17 Hawaiian Performance Cartography of Kaua‘i Kathryn Au, Professor Emeritus Kalani Akana Curtis Ho, Professor Mary Jo Noonan, Professor 28 Ā Ao ka Pō Ā Pō ke Ao (Until Night Becomes Mary Chang and Shannon Hillman, COEDSA Co-Chairs Day, Until Day Becomes Night): Revolution: A Journey of Self-Reflection The Journal and the College of Education assume no C. Mamo Kim responsibility for the opinion or facts in signed articles, except to the extent of expressing the view, by the fact of publication, 41 Ke Ha‘a La Puna i ka Makani: (Puna Dances in that the subject matter is one which merits attention. the Breeze): Pele and Hi‘iaka Mo‘olelo and the Published twice each year by the College of Education, Possibilities for Hawaiian Literary Analysis ku‘ualoha ho‘omanawanui Individual copies $25.00 To purchase single copies of this issue contact 53 Āloha Pē: Ka Huliau Marketing and Publication Services, Kimo Alexander Cashman Curriculum & Research Development Group Phone: 800–799–8111 (toll-free), 808–956–4969 65 The Task of an Educator is Supporting Fax: 808–956–6730 “Communities of Learners” as Email: [email protected] Transformative Practice Address all communications regarding single copies, Huia Tomlins-Jahnke subscriptions, manuscripts, and correspondence about editorial material to Editor, 74 Ngā Manu Kōrero: Revitalizing Educational Perspectives, College of Education, Communication, Customs and Cultural Room 113, 1776 University Avenue, Competencies Amongst Māori Students, Honolulu, HI 96822 Teachers, Whānau and Communities Rawiri Tinirau and Annemarie Gillies Copyright 2013 by the College of Education, 82 Development of the “Indigenous Self” in This publication is available in microform from Indigenous-Centered Student Services: An Bell & Howell, 300 N. Zeeb Road, Examination of the Kōkua a Puni Summer Ann Arbor, Michigan 48106 and in pdf format at www.hawaii.edu/edper/ Enrichment Program Antoinette Freitas, Erin Kahunawaikaala Wright, International Standard Serial Number Brandi Jean Nalani Balutski, and Pearl Wu (ISSN) 0013–1849 Volume 45 Numbers 1 and 2 Cover Layout by Darrell Asato Cover Illustration by Kaleinani Tim Sing 2 Educational Perspectives Volume 45 Numbers 1 and 2 Contributors Āloha Pē: Ka Huliau Hawaiian Performance Cartography of Kaua‘i Kalani Akana High and Intermediate School. He is currently an Assistant Specialist with the College of Education at the University of and Iola are my parents. I am Kalani from Kalihi, O‘ahu. I attended the Kamehameha Schools where I first learned my native language. The traditional title of kumu hula is from Development of the “Indigenous Self” in Indigenous- Centered Student Services: An Examination of the Kōkua a Puni Summer Enrichment Program The Task of an Educator is Supporting “Communities of Learners” as Transformative Practice Antoinette is from Halawauka, O‘ahu and is a Specialist fac- Huia Tomlins-Jahnke Huia Tomlins-Jahnke is Ngati Kahungunu and an Associate Professor of Maori Education, at Massey University, New Zealand. Huia has extensive experience in tribal research Kahunawai is from Kalihi, O‘ahu and serves as the Director and has a PhD that investigated the nature of tribal service for Native Hawaiian Student Services and Program Director provision. She coordinates Te Aho Tatairangi, a programme that trains teachers for kura kaupapa Maori. Her research interests are in Maori/indigenous development and Maori education. Nalani is from Kahalu‘u, O‘ahu and serves as the Research Ngā Manu Kōrero: Revitalizing Communication, & Evaluation Coordinator for Native Hawaiian Student Customs and Cultural Competencies Amongst Māori Students, Teachers, Whānau and Communities Pearl is from Atlanta, Georgia. She served as the Enrichment Enrichment Program. She currently serves as the Program - - - munity College Office of the Vice Chancellor for Student tor, event manager, teacher, researcher and avid supporter. Services. Annemarie Gillies, Massey University Ā Ao ka Pō Ā Pō ke Ao (Until Night Becomes Day, Until Day Becomes Night): Revolution: A Journey of Self-Reflection at Massey University as a Senior Lecturer. Annemarie is a C. Mamo Kim Mamo earned her Ph.D. in Political Science at the University methodologies and experience in working with iwi and explored the challenges of negotiating multiple cultural activities. epistemologies in a predominantly western materialist Ke Ha‘a La Puna i ka Makani: (Puna Dances in the Breeze): Pele and Hi‘iaka Mo‘olelo and the Possibilities was produced at Pomona College to 5 sold out performances. for Hawaiian Literary Analysis Kicking the Bucket: It’s All About Living Kanaka Maoli poet and artist ku‘ualoha ho‘omanawanui is an Associate Professor in English at the University of - nous literacy. She is a former Ford Foundation and Carnegie- of Hawai‘i at Manoa. Kekailoa studies law, race and cul- Mellon Fellow. She has published essays, poetry and short ture and teaches the practical application of those subjects fiction in many venues around the globe. She is also a found- through advocacy and taro cultivation courses. Ho’okulāiwi 3 Ho‘okulāiwi and the Lived Experiences of Indigenous Research K. Laiana Wong and Margaret J. Maaka Hookulaiwi1 coconut trees of Po-kai. Kawelo responded by asking A high-ranking alii of Kauai, Kaweloleimakua them where he might find these two trees. The two (Kawelo) fell into disfavor with his family, particularly men replied that the trees were standing right in front his cousins who were of senior genealogical lines. Kawelo’s oldest brother, who was named Kahueloku were baiting him, so he retaliated by telling them that and who was stillborn in the form of a rat, provided coconut trees are recognizable by their nuts, something Kawelo with advice and admonitions throughout his he failed to see on the two of them. He then asked how life. One day, Kahueloku overheard Kawelo’s cousins they preferred to be uprooted, one by one or both at and their council planning to banish Kawelo, his older brother Kamalama, and his two uncles to Oahu. In or- response and one of them retaliated calling Kawelo a der to avoid confrontation, Kahueloku advised Kawelo big head with no beard—not even peach fuzz. Enraged to leave Kauai before dawn of the next day. So the by this insult, Kawelo leapt from his canoe and struck small group, accompanied by Kahueloku, boarded their one of the men in the head sending him sprawling canoe and headed for Oahu. on the beach with his feet shuddering and his body i quivering. Upon witnessing this, the second man ac- cused Kawelo of false cracking his brother. After an a group of fishermen. The fishermen, recognizing exchange of some fighting words, the second man tried that the group was from Kauai asked Kawelo and his to strike Kawelo, but Kawelo was too quick and beat companions when they had set out on their journey. Kawelo informed them that his party had left Kauai head, the man was dispatched rather unceremoniously at the crowing of the second cock. Being that it was rolling onto the sand and into the water. At this point, a still mid-morning, the fishermen were incredulous large mob had gathered at the scene and, as mobs tend to hear that anyone could have paddled across the to do, it moved in to attack Kawelo, the outsider. Just at channel in such a short period of time. Infuriated by that moment, the kahuna2 of Kaihikapu-a-Kakuhihewa their disbelief, Kawelo prepared to strike them with his (Kaihikapu, the ruling chief of Oahu) arrived carrying a paddle. However, Kahueloku advised him not to waste - time. He reminded Kawelo to push on toward shore ed around realized that the kahuna was there to find where he had more important business to attend to. The out whether Kawelo was of royal stature. Recognizing fishermen agreed, telling Kawelo that he should save this, the mob quickly parted creating a clear path be- tween the kahuna and Kawelo. After chanting a name waiting on the beach. So with a couple of strokes of his chant for Kawelo’s family, the kahuna released the pig. paddle, Kawelo’s canoe flew past the fishermen and quickly arrived on the shore. lay down. Everyone who witnessed this recognized it as a sign of Kawelo’s status as a high-ranking chief. The party saw two large men standing on the beach. After kahuna then approached Kawelo and knelt before him a few initial words were exchanged, the two men sud- in recognition of his stature. As he rose, he issued an denly and without provocation became confrontational. invitation for Kawelo to visit Kaihikapu in Lualualei. They told Kawelo and his party that they could not land After a relatively short stay on Oahu, Kawelo made a name for himself as an accomplished fighter. He also 4 Educational Perspectives Volume 45 Numbers 1 and 2 helped the farmers of the area become more produc- tive. His helpfulness made him a valuable person in the experience as follows; mind of Kaihikapu. Because of this, Kaihikapu offered The old men told us, study your descent lines, as nu- him land at Kolekole3 merous as the hairs upon your head.
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