Culturally Responsive Instruction and Literacy Learning

• In Event: Manifesting the Mana (Power) of Culturally Responsive Education: A Collaborative Assessment Validation Project

Abstract

Research in culturally responsive instruction (CRI) to improve literacy learning was explored through study of Hawaiian-focused charter schools. Building on work by Au, an indigenous framework reflecting the work of these schools was developed, highlighting five elements: (a) literacy in indigenous languages; (b) community connections; (c) a shared vision that encompasses culture, academic proficiency, and community; (d)
authentic assessment; and (e) teaching grounded in culture and higher level thinking. Schools implemented CRI in an outward-looking, action-oriented manner and literacy was viewed as a means of serving community, not as an end in itself. Schools emphasized CRI as content, in contrast to earlier research with Native Hawaiian students that viewed CRI as process. CRI centered on exploration of cultural identity as the basis for
gaining cultural knowledge of one’s ancestors, as well as Western academic knowledge for the purpose of contributing to the well-being of family, community, and nation.

Authors

• Chelsea Nicole Kiele Keehne, Kamehameha Schools
  Presenting Author

• Alice Kawakami
  Non-Presenting Author

• Kathryn H. Au, SchoolRise, LLC
  Non-Presenting Author