E Hoʻi i ka Piko: Recentering Teacher Preparation Using Culturally Sustaining and Revitalizing Pedagogy

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity-Focused Pedagogy in Teacher Preparation: Case-Based Learning, Cultural Revitalization, and Technological Integration (Table 7)

Abstract

Teacher preparation with relevance across the (post) colonial Pacific, considers how teachers are embedding physical place, cultural place, and historical place in their curriculum. Cultivating culturally sustaining and revitalizing pedagogy for teacher preparation provides all teacher candidates with a pedagogical foundation of a counter-narrative to western hegemony. E hoʻi i ka piko, return to the center, addresses ongoing systemic injustice of settler colonialism on public education in Hawaiʻi. This study examined how teacher candidates have deepened their understanding and relationship to Kanaka ʻŌiwi epistemologies and incorporated Kanaka ʻŌiwi ways of knowing and doing in their teaching practices. Kanaka ʻŌiwi epistemologies and pedagogy in teacher preparation in Hawaiʻi addresses the effects of settler colonialism on education in Hawaiʻi.

Authors

• K. ʻAlohilani HN Okamura, University of Hawai‘i at Manoa

• Kirsten K. N. Mawyer, University of Hawai‘i at Manoa