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Ruth Horie: an Oral History Biography and Feminist Analysis by Valerie

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Ruth Horie: an Oral History Biography and Feminist Analysis by Valerie Ruth Horie: An Oral History Biography and Feminist Analysis By Valerie Brett Shaindlin THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Library and Information Science (MLISc) at the University of Hawai‘i at Mānoa 2018 Thesis Committee: Dr. Noriko Asato Dr. Vanessa Irvin Dr. Andrew Wertheimer (Chair) Ruth Horie: An Oral History Biography and Feminist Analysis 2 Table of Contents Acknowledgements………………………………………………………………...……..…….....5 A Note on Language…………………………...…………………………..….……………..…....6 Abstract……………………………………………………………………...…………….……....8 PART I: Oral History………………………….…………………....……………..….….….….....9 Family History…………….…....…………………………….....……………….……......9 Youth (1950-1968)……….……………....……………………....….……..……….……26 Childhood……………....………………………….…………...…..…………….26 School Years………..…………………………………..…..…………................35 Undergraduate Education (1968-1979)………….……..…………………………..........43 The Hawaiian Renaissance…………………………………………….………...45 Kahaluʻu Flood (1964) and Family Relocation (1974)……………..…...…...…..48 Employment………………………………………………………….……..……51 Graduate Education and Early Career (1979-1991)...........................................................54 Master’s Degree in Library Studies (1979-1981)……….…………………….....54 Employment at the East-West Center (1981-1986)…....……...…...………….....56 Employment at Bishop Museum (1986-1990).....……..……................……........60 University of Hawai‘i at Mānoa (1991-2012)...................................................................65 Employment at Hamilton Library………………………......................................65 Sabbaticals…………………………….....................................................79 2004 Mānoa Flood………………………….............................................81 Teaching Cataloging (2009)......................................................................85 Master’s Degree in Linguistics (1996-1999)…….................................................87 Ruth Horie: An Oral History Biography and Feminist Analysis 3 Doctoral Work on the Americanization of Hawaiian Language……..…...…..…91 Challenging Library of Congress Subject Headings (LCSH)………...……….....92 Professional Memberships, Organizations, and Affiliations………………….....97 University of Hawai‘i Professional Assembly (UHPA)…………....……97 Statewide Public Education Strike (2001)………………………....…….98 University of Hawai‘i Library Faculty Senate.........................................100 Hawai‘i Library Association (HLA)………………………….…...…....101 Pacific Islands Association of Libraries, Archives, and Museums..……102 Retirement and Legacy…………………....………………………….……….....…......104 Retirement (2012)…………………………………………….………....….......104 Thesis Committee (2015)…………....….....………………………………...…106 Renaming the UH Hawaiian Cataloger Position…………………....…..……...107 Ongoing Volunteer Work…………………...………………………...……….109 Bishop Museum…..……………...…………………………………......110 Ulukau……………..…...………………………………………….....…110 King Kamehameha V Judiciary History Center…………....……..……112 Congregation of the Sacred Hearts U.S. Province Archives.……..……112 Hamilton Library…………………………....………..……………...…113 Volunteer Projects Completed……………………...…...………...…………....115 UHPA Disaffiliation from NEA (2013)……………………..…….…....115 Hawaiian Language Web Feasibility Task Force (2015)……...….....…118 Hula Preservation Society (2016-2017)……………..…...……………..119 PART II: Intersectional Feminist Analysis……………………………………...………..…....120 Ruth Horie: An Oral History Biography and Feminist Analysis 4 Author Self-Identification………………………………………………………..………...…...120 Introduction……………………………………………………………………..………………131 Research Questions………………………………………………………….…………….……134 Methodology……………………………………………………………….…….......................136 Intersectional Feminist Analysis....……………………………………….………….…………153 Activism………………………………………………………………………..……….163 Issues and Shortcomings………………...……...……...….……………………............176 Tokenism………………...……...……...………….………………….…….......176 Authorial Credit………………...……...……...……………………………......177 Conflicting Interpretations...……...……...…………………………………......178 Insights and Themes……………………………………..……………….…………….180 Narrative Production as a Pedagogical and Research Tool………...………......184 Social Justice Impact………………...……...……...………………..………….189 Reflection of the Interviewee………...…………….……………….…………..190 Conclusion……………………….……...………………………...……………….…………...191 Further Questions………………………...…………………………………..…………192 Glossary………………………………………………………………………………….……..201 References………………………………………………………………………………..…….202 Appendix A: Oral History Association’s Principles and Best Practices for Oral History……...224 Appendix B: Interview Questions (from the thesis proposal)…………………………….……228 Appendix C: Copyright Release Form………………………………………………....………241 Appendix D: Human Subjects Research Release…………………….………………..........….243 Appendix E: UH IRB Approval Protocol 2017-00907 ………………………………….……..247 Ruth Horie: An Oral History Biography and Feminist Analysis 5 Acknowledgements First and foremost, my thanks go to Ruth. This project would have been impossible without her. I am incredibly grateful not only that she was willing to entrust her story to me, but also that she is smart, compassionate, funny, generous, and consistently thoughtful. Working with her was a pleasure and an inspiration, and I will look back fondly on our time spent together this year. I extend a sincere thank you to Andrew for reading hundreds of pages of drafts; for promptly and thoughtfully responding to my rambling emails; and for generally being encouraging and patient throughout the process. I also want to thank Drs. Asato and Irvin for their valuable time, expertise, and insightful feedback, as well as for being strong and supportive role models. My gratitude extends to all the outstanding teachers I’ve had the privilege to learn from over the course of my entire academic experience; to the incredible researchers and writers whose work I read and cited (especially the women); and to Kiyo, Holly, and all my friends who provided invaluable moral support throughout the past year. Thank you all. Ruth Horie: An Oral History Biography and Feminist Analysis 6 A Note on Language This is a collaborative project between an interviewee (Ruth Horie) and an interviewer (me). It is both of our hope that use of the Hawaiian language here in the Hawaiian Islands continues to increase. While it is already officially one of the two languages of Hawai‘i,1 neither of us believe we have reached (or are even close to) the realization of Hawaiian as a commonly- used language—even second language—here. However, we are both hopeful that there is momentum in the right direction.2 Unfortunately, only one of us (Horie) comprehends Hawaiian as well as English. Most of us living in Hawai‘i have at least a small reserve of Hawaiian vocabulary at our dispense. However, it must be presumed that most readers—including, and importantly, the thesis committee, but also most people outside Hawai‘i—are at this time unable to comprehend the Hawaiian language. Based on her experience cataloging and reading countless academic materials, including hundreds of theses and dissertations, Horie recommended I use italics for any non-English words, with a definition in the text, as well as a separate glossary. While I wish to acknowledge that putting Hawaiian words (other than people- and place-names) in italics could inadvertently “other” the language, I follow my interviewee’s advice in this thesis for several reasons: 1) I am only fluent in English; 2) the program this thesis is in partial fulfillment of is wholly in English; 3) Horie is more experienced than me academically, so I trust her opinion in this area; and, 4) her academic specialization is in language, she comprehends Hawaiian, and has much stronger roots 1 “Section 4. English and Hawaiian shall be the official languages of Hawaii” Retrieved from: https://www.capitol.hawaii.gov/hrscurrent/Vol01_Ch0001-0042F/05-Const/CONST_0015-0004.htm. 2 This year, the University of Hawaiʻi announced that moving forward, it will issue diplomas in both English and Hawaiian, upon request: https://www.hawaii.edu/news/2018/05/08/hawaiian-and-english-diplomas/. Ruth Horie: An Oral History Biography and Feminist Analysis 7 in these islands than me, so I feel that she is particularly qualified to make a sound and sensitive determination in regards to this issue. There is a persistent sexist usage in English of referring to ships, cars, and other inanimate objects with feminine pronouns (Romaine, 1997), and I have noticed anecdotally that many writers tend to similarly gender geographic/physical locations and nations, assigning them as female. No doubt, this gender coding is a violence, one that allows for the projecting of masculine entitlement onto the people who wish to exploit the land,3 and feminine otherness onto colonized places,4 which are then seen, once gendered female, as “spaces in need of mastery and appropriation” (Turnbull & Ferguson, 1997, p. 96).5 In this paper I purposely avoid gendering objects and/or land, nations, etc. From here on out, I do not use the term “non-white,” as it implies a lack of something, and defines what is by what it is not. My aim is to discontinue defining people by their lack of whiteness, and in doing so, de-normalize the white person as the universal, standard human being or American citizen. White/non-white is a false and damaging binary that I do not want to reinforce nor perpetuate. While it is slightly awkward and similarly nonspecific, in this thesis I here on out use “person/people
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