Strengthening BREATH in Educational Leadership: A Framework for Systemic and Culturally Responsive Change

• In Event: AERA Roundtable Session Wednesday 9:45 am
  In Roundtable Session: Strengthening HĀ (BREATH) in Hawaiian Education: From Pre Service to System Level Leadership

Abstract

Purpose: A 2020 OHE investigation revealed that cultural/racial differences, not economics, were primary predictors of achievement gaps and severe consequences (e.g., high suicide rates) for NHPI students in Hawai‘i. In contrast, Hawaiian Language Immersion (Kaiapuni) students showed higher proficiency and lower disciplinary rates, indicating the power of culturally embedded education. Current system metrics fail to address this deep-seated cultural dissonance. This paper introduces a comprehensive leadership development framework rooted in Nā Hopena Aʻo (HĀ). Its purpose is to guide HIDOE leaders in cultivating a deeply rooted, culturally responsive system that supports holistic wellbeing and success for all.
Theoretical Framework: The framework is grounded in HĀ/BREATH, emphasizing six core outcomes for individuals. It posits a progressive leadership journey through four iterative levels:
1. Ka Hanu (First Breath): Personal awareness, foundational connections.
2. Ke Ahe (Gentle Breath): Team influence, collaboration, drawing on Hawaiian wayfaring concepts like pilina (relationship) and kuleana (responsibility).
3. Ke Aho (Breath of Life): Systemic stewardship, embedding BREATH into policies and structures, using the kūkulu kuapā (rock wall weaving) analogy for iterative building.
4. Ua Hāloa (Embodiment of Life): Community regeneration, informed by lessons from Hāloa (kalo/taro) and loʻi (taro patches) for interconnectedness and sustainability. This progressive model aligns with HIDOE Strategic Plan Goals, Leader Roles (Coach, Instructional/Learning Leader, Systems Thinker), and Leadership Competencies.
Research Design: This framework is rooted in Assessment for Learning (AfL) and PAR principles, integrated throughout the leadership journey. The mo‘olelo methodology aims to: (1) articulate desired futures through participant narratives, (2) elevate P4 (practices, projects, programs, policies) designed for specific waypoints, and (3) activate continuous BREATH strengthening. "Storied Scenarios" illustrate concepts. Leaders are encouraged to replace these with their own narratives, using "Kilo (Observation) and Nalu (Reflection)" for open and axial coding, and "Critical Discussion Questions" for selective coding analysis. This helps leaders "measure what matters" by understanding predictive relationships within their data.
Participants, Data Collection, and Analysis: The framework is designed for all HIDOE educational leaders (teachers, VPs, principals, superintendents), explicitly including students, families, kūpuna, and community members as active participants. Data collection employs mixed-methods "HĀ Assessments," such as anonymous surveys (e.g., student check-ins, climate surveys) and qualitative methods (e.g., mo‘olelo journals, Talk Story sessions, PhotoVoice, Kīpaepae presentations). Analysis is collaborative and iterative, guided by the constant comparative method:
Significance: The HĀ Leadership Development framework offers a transformative, culturally grounded approach. It fosters holistic wellbeing, cultural perpetuation through Hawaiian practices, and systemic resilience. Leaders are empowered to drive community regeneration, contributing to food security, sovereignty, and cultural revitalization. This framework provides an ethical imperative for educational leadership to reconnect learners to their sense of people, place, and purpose, enriching the entire kaiāulu (community) and fostering a truly Hāloa community rooted in Hawai‘i.

Author

• Kealiʻi Kukahiko, University of Hawaii - Manoa