Ka malu o nā kumu kolo: Aligning Strategies of Hawaiian Cultural Practitioners and Classroom Educators

• In Event: Bridging Multiple Worlds: Innovative Cultural Partnerships Among Students, Families, Schools, Communities, and Universities From Preschool Through College

Abstract

Educational research in indigenous communities has shown that the values, expectations, and socialization processes in the Western schooling system are often incongruent with students’ home culture (Kaiwi & Kahumoku, 2006). Often, children whose home culture conflicts with the culture of their school have difficulties functioning in the school setting (Tharp, 2006), leading to low self-esteem and motivation. Furthermore, these educational situations can undermine cultural perspectives and cause children to devalue their traditions (Kaomea, 2005; Kauanui & Wolfe, 2012; Kipp, 2000). Interest in indigenous cultural education has increased in recent years. In Hawai‘i, a growing body of research has focused on culture-based education and traditional learning styles (Kana‘iaupuni, 2007).

Purpose
The purpose of this study was to examine the cultural goals, values, and purposes of learning of both cultural practitioners and classroom educators to find connections between their traditional teaching styles.

Theoretical Perspectives
This study is grounded in the sociocultural perspective, which emphasizes the importance of culture in learning and development (Vygotsky, 1978). Using a sociocultural lens, this study seeks to understand the importance to cultural traditions in teaching and learning for native students in a modern Hawaiian context. This study also uses the Bridging Multiple Worlds model (Cooper, 2011) to understand the connections among the home, school, and community learning environments.

Research Methods
Using a qualitative approach, interviews, participant observations, and surveys were administered to 15 Hawaiian cultural educators and practitioners, such as kumu hula (teachers of Hawaiian dance), to analyze their teaching strategies and gain insights into their perspectives on education in a Hawaiian context. Of the 15 participants, five were classroom educators from preschool to college level, five were cultural practitioners in the Hawaiian community, and five were both community and classroom educators.

Results
All of the participants stressed the importance of Hawaiian educational traditions being maintained, valued, and relevant for Hawaiian children and youths. Several teaching strategies and traditions that emerged from the data were the role of storytelling, the use of ‘ōlelo no‘eau (Hawaiian proverbs), and the practice of preparing students’ mindset prior to learning. The results also revealed the importance of observational learning, relationships, and the sociocultural context in the learning environment. Although both educators and practitioners voiced similar academic goals and aspirations for their learners, the challenges they mentioned differed. The classroom teachers often noted the limitations of teaching culture in a school setting, whereas the cultural practitioners spoke of the difficulties of using traditional teaching methods with students who are used to formal Western teaching styles.

Significance and Implications
This study contributes to the growing body of research investigating the role of culturally based education for indigenous peoples. These findings support the need for connecting cultural traditions of teaching and learning with classroom practices for indigenous students. Additionally, examining the perspective of cultural practitioners in the community may assist educators, schools, and administrators in creating policy and space to increase the use of culture and traditional teaching strategies in the classroom.

Author

• Rebecca Ilima Luning, University of Hawaii - Manoa