This whole semester has helped me to better understand the complex thinking of becoming a qualitative researcher. And narrowing my research topic or narrowing my criteria is a little challenging. Because I am very interested in so many aspects or perspectives of my topic, that for the sake of time and class, that I need to focus in on one or maybe two things.
My research topic is on Hawaiian identity and higher education, how both intersects one another and/or affect each other. I say both of these, because I see two different relationships between intersection and affect. I don't know if they could both mean the same, or could be different. So my research question would be like: "How, if at all, does Hawaiian identity and higher education intersect or affect one another?"
In trying to narrow my focus between students and faculty/staff/administrator, I am leaning more towards faculty/staff. The reason why I'm leaning more towards this groups is because of how much and how long they achieved the status of a faculty/staff/administrator. And this focus is particularly only at UH Mānoa. Therefore, I believe that my participants were all students at come point in their lives at UH Mānoa. To get their in-depth responses, I believe, will help to possibly shape other future projects with them and with students.
My initial focus were on the Hawaiian Studies and Hawaiian Language programs, because this is the foundation of Hawaiian identity in higher education. This is were everything has come forth from and evolved around the campus. However, I'm thinking about trying to get a holistic Hawaiian approach on focusing on Hawaiian faculty/staff/administrator at UH Mānoa. I have still yet to decide.
My proposals have used historical research as my method, and within that, conduct individual interviews. Now, I would like to look at another method to see how it would look different. So, I'm looking at case study as the method to obtain fat data. And so with that, interview questions is another story.
Tuesday, November 6, 2012
EDEA 604 Blog 9: Thoughts of Qualitative Methods
This semester has truly gone by and I remember like the first day of class was only yesterday. Remembering that I choose qualitative methods, because I didn't want to work with numbers, so therefore it would be a lot easier to work with. I guess I'm still grateful for taking qualitative methods. Even though qualitative methods are very flexible and isn't constrained, it is still challenging and requires greater in-depth thinking.
This definitely a vital class to have, although, there is so much more that needs to be learned. I know I've read the chapters and did the assignments, but I really need to take this class like at least 3 more times to better understand qualitative methods. I think only than, can I really feel more confident in developing qualitative research proposals and then conducting them.
I also feel that qualitative is more personal and not a step-away from people. I really like the in-depth knowledge. And it is greatly beneficial as an inspiring Indigenous scholar. Many books about Indigenous research and methodologies are available and are written by Indigenous scholars. I am interested in reading those books in hopes of understanding qualitative methods from an Indigenous perspective.
This definitely a vital class to have, although, there is so much more that needs to be learned. I know I've read the chapters and did the assignments, but I really need to take this class like at least 3 more times to better understand qualitative methods. I think only than, can I really feel more confident in developing qualitative research proposals and then conducting them.
I also feel that qualitative is more personal and not a step-away from people. I really like the in-depth knowledge. And it is greatly beneficial as an inspiring Indigenous scholar. Many books about Indigenous research and methodologies are available and are written by Indigenous scholars. I am interested in reading those books in hopes of understanding qualitative methods from an Indigenous perspective.
EDEA 604 Blog 8: Conducting a Focus Group Interview
We just completed two focus groups for a project. Although we had fewer participants than we had expected, we did obtain a lot of data that will become very helpful. In our second focus group, we were only able to have two participants. So, reflecting on that, I felt that it will be a little difficult with just two participants. However, we proceeded with conducting the interview anyway, and in the end, it was successful in obtaining the data.
As we did with our first focus groups at our other site, we have separated the males and the females. This decision was a thoughtful decision based on cultural and gender factors, that may or may not affect our process of collecting data. If we are trying to collect in-depth and "fat" data, then, we had to ensure we get the most out of each individual in each group. Therefore, we felt that it would be more beneficial to separate by gender. They're things that males will or or will not share, should there be other females present.
My role while assisting in the focus group, was quietly taking hand notes on similar and different experiences, non-verbal actions and any other things that stood out. My other job is transcribing and I along with others, are still trying to transcribe our earlier focus groups. It definitely takes a toll on you and makes it boring and tiring to type everything verbatim. It is why transcribing focus groups is a challenge. It's been months, and we're behind and so, while these two groups are fresh in my mind for the next couple days, I really need to start transcribing them.
As we did with our first focus groups at our other site, we have separated the males and the females. This decision was a thoughtful decision based on cultural and gender factors, that may or may not affect our process of collecting data. If we are trying to collect in-depth and "fat" data, then, we had to ensure we get the most out of each individual in each group. Therefore, we felt that it would be more beneficial to separate by gender. They're things that males will or or will not share, should there be other females present.
My role while assisting in the focus group, was quietly taking hand notes on similar and different experiences, non-verbal actions and any other things that stood out. My other job is transcribing and I along with others, are still trying to transcribe our earlier focus groups. It definitely takes a toll on you and makes it boring and tiring to type everything verbatim. It is why transcribing focus groups is a challenge. It's been months, and we're behind and so, while these two groups are fresh in my mind for the next couple days, I really need to start transcribing them.
EDEA 604 Blog 7: Towards Developing a Conceptual Framework
All I imagined was a big right arrow with many small arrows connecting into the bigger one. Because it deals with one's identity, it is an ongoing process that forms daily. I did not want to make a concept map that seems too closed and looks like it isn't going anywhere. Therefore, an arrow represents something that is heading into a pathway that may or may not seem to stop. I think it is a little unforeseeable of where this arrow will turn.
I decided to distinguish the factors between the top and the bottom. Where as on the top, they are very vital and are prioritized above education. On the bottom, is where there is great influence through different factors in education. Friends is definitely a determining factor, as you would like to have the same degree, keep in touch and socially interact on a daily basis. The teachers and space will also bring culturally sensitive setting to students via the classroom, the campus, the environment, making it welcoming to the Hawaiian student to feel comfortable. There is also a difference whether the teacher is of that same Hawaiian background, as there is a difference in the relationship. The degree may or may not have some affect as well.
ʻOhana, language and culture are very vital and dependent on one another. ʻOhana is the close familial, communal system of support. Language and culture are the foundation of Hawaiian identity.
EDEA 604 Blog 6: Identifying and Dealing with Validity Threats
I still can't get my head around validity. Although I know that it is another important role in research, it's another challenging part of the research. All I look at is the root word - "valid." How valid is your research? I'm not sure how else I could really understand validity, besides this.
The two main validity threats are researcher bias and reactivity. Both of these can have serious impact on the research and on the individuals involved. Honestly, I kinda don't like the word researcher bias. However, I do believe this may be a huge threat to my research. Researcher bias must be and should be clearly stated in the research proposal. A researcher's bias are things the research believes or values in, possibly things that are maybe ethical. It may definitely shape the way I put the research together and interpret the findings and conclusion.
Reactivity I think will possibly the biggest threat. I think my influence may be based on the relationship between one another, and therefore, sets the environment and the individual. I myself, always seems nervous in asking questions, because as a Hawaiian, we do not want to be nīele (inquisitive or curious) or seem mahaʻoi (bold or impertinent). When conducting interviews, in a way, I believe validity depends on the relationship. I feel in order to deal with reactivity is to ensure that the relationship is mutual and open, and that there isn't anything negative to alter the environment and individuals.
I feel that obtaining rich data, respondent validation, searching for discrepancies and triangulation will help to ensure that the validity of my data are correct and true to the best possible. In addition to validity, there are other concepts like trustworthiness. One that I believe will definitely need to take into consideration. Usually, we take oral histories as they are. Although, there will probably be two different versions of an oral history, how do we consider the trustworthiness? Is it the trustworthiness of the person of of what the person said?
The two main validity threats are researcher bias and reactivity. Both of these can have serious impact on the research and on the individuals involved. Honestly, I kinda don't like the word researcher bias. However, I do believe this may be a huge threat to my research. Researcher bias must be and should be clearly stated in the research proposal. A researcher's bias are things the research believes or values in, possibly things that are maybe ethical. It may definitely shape the way I put the research together and interpret the findings and conclusion.
Reactivity I think will possibly the biggest threat. I think my influence may be based on the relationship between one another, and therefore, sets the environment and the individual. I myself, always seems nervous in asking questions, because as a Hawaiian, we do not want to be nīele (inquisitive or curious) or seem mahaʻoi (bold or impertinent). When conducting interviews, in a way, I believe validity depends on the relationship. I feel in order to deal with reactivity is to ensure that the relationship is mutual and open, and that there isn't anything negative to alter the environment and individuals.
I feel that obtaining rich data, respondent validation, searching for discrepancies and triangulation will help to ensure that the validity of my data are correct and true to the best possible. In addition to validity, there are other concepts like trustworthiness. One that I believe will definitely need to take into consideration. Usually, we take oral histories as they are. Although, there will probably be two different versions of an oral history, how do we consider the trustworthiness? Is it the trustworthiness of the person of of what the person said?
EDEA 604 Blog 5: Tips from the Author Corrine Glesne
It was a great opportunity to see and speak with Corrine Glesne, the author of Becoming Qualitative Researchers An Introduction 4th Edition (2011). It was a short, yet very helpful insight into conducting qualitative research. She gave a very helpful tips. I just wanted to share some my notes and reflect on them.
- Figure out what exactly what you want to study.
It's been a little challenging over these months figuring exactly what I want to study. The topic can't be too broad, nor to narrow, it needs to be like in the middle. A little broad to add some flexibility and a little narrow to keep focus.
- Spend time on interview questions.
- 5 good questions = 1 hr.
From my previous post regarding research questions, developing questions to ask people in interviews is another challenge. How can you come up with "good" questions that will be able to obtain the information you seek? It is pretty genius to come up with at least 5 good questions, and hope that each question will take at least 10 minutes. It must be good enough to last at least 10 minutes or with having good techniques to probe.
- Write a lot, keep something going.
The mind is constantly thinking of things whether researching or not. It will be very beneficial to write it down, so that 1) it doesn't get lost, 2) it can further be reflected on and 3) used to explain or understand. Blogging or free journal is a great way to do this.
- Start with an interesting question.
This tip was by far, very help in developing the interview questions. I guess it's boring to start off with background questions. An interesting question will try to help set the environment, build rapport and/or better understand the person we are interviewing. As an inspiring Indigenous scholar, setting the environment, building rapport and understanding the person usually starts off with those background questions. Questions such as where they are from, their family and what they do are usually what helps Indigenous people understand one another. But, I guess before that, an interesting question would liven up the interview process.
So after she shared this very valuable tip, I began to work on developing an interesting question. The first question before the background questions.
- Figure out what exactly what you want to study.
It's been a little challenging over these months figuring exactly what I want to study. The topic can't be too broad, nor to narrow, it needs to be like in the middle. A little broad to add some flexibility and a little narrow to keep focus.
- Spend time on interview questions.
- 5 good questions = 1 hr.
From my previous post regarding research questions, developing questions to ask people in interviews is another challenge. How can you come up with "good" questions that will be able to obtain the information you seek? It is pretty genius to come up with at least 5 good questions, and hope that each question will take at least 10 minutes. It must be good enough to last at least 10 minutes or with having good techniques to probe.
- Write a lot, keep something going.
The mind is constantly thinking of things whether researching or not. It will be very beneficial to write it down, so that 1) it doesn't get lost, 2) it can further be reflected on and 3) used to explain or understand. Blogging or free journal is a great way to do this.
- Start with an interesting question.
This tip was by far, very help in developing the interview questions. I guess it's boring to start off with background questions. An interesting question will try to help set the environment, build rapport and/or better understand the person we are interviewing. As an inspiring Indigenous scholar, setting the environment, building rapport and understanding the person usually starts off with those background questions. Questions such as where they are from, their family and what they do are usually what helps Indigenous people understand one another. But, I guess before that, an interesting question would liven up the interview process.
So after she shared this very valuable tip, I began to work on developing an interesting question. The first question before the background questions.
Think back to a time, when you were on [the UHM] campus and felt that your Hawaiian identity was a threat, not acknowledge, or even challenged. Please share what happened and how did you feel about it?
I think starting with an interesting question will begin the interview process with a very thoughtful and personal story of that person. It will help that person to reflect, question and hopefully realize about their Hawaiian identity in a higher education environment. And that is what my topic is catered around.
Monday, November 5, 2012
EDEA 604 Blog 4: Reflecting on Your Research Relationships
Relationships is an important ethical issue in research. I believe everything is based on relationships. No matter how you are doing research, you always need good relationships that are open, mutual and goes both ways. Building relationships with those that will help you in many different ways, whether you are interviewing them or asking them for feedback, it is vital to the success for your research. In an Indigenous community, it is very important to have a relationship.
Because I'm actively involved in my community on campus, I have many different relationships from students, to faculty and staff, to even administrators. For relationships that I have already established, particularly my own Hawaiian community, I have established a relationship where I feel comfortable in sharing with them and/or talking with them about relevant things to school or life in general. For the established relationships and for those that I plan to establish, I try to base it on the concept of ʻohana. For many Indigenous peoples, ʻohana or a communal system is very important and dependent on one another to live.
These relationships, however, could impede on the study because of the concept of ʻohana. Since ʻohana is more personal and not a step away from those being interviewed or with those you are working with, it further brings the relationship closer dealing with real personal things. These are things that come with ʻohana. How to control it is another issue, that needs to be clearly thought of.
As a novice researcher and still quite unsure of many things, relationships for Indigenous peoples who are the researchers themselves have challenging issues and concerns before them. As an assistant to a current research project, we have had challenging issues in recruiting participants through gatekeepers. The gatekeepers are the key to potential participants. However, coming from the same community still has its challenges. It's the mentality of being an insider/outsider. Insider because you are from that community and know them, outsider, because of the outside influence of obtaining something.
I'm trying to analyze how we can get through gatekeepers to get the potential participants, however, we haven't had much dialogue with the gatekeepers, even if I already have an established relationship with them. As our guest speaker, Corrine Glesne shared, we need to work with the community. So how do we be more visible to them, so that we can establish a working relationship? It is what Hawaiians call "he alo a he alo," meeting face to face. So that we can physically see one another and determines one's intentions and ʻano, or character. I believe if we had more face to face meetings, we would have been able to recruit more participants in the study.
Because I'm actively involved in my community on campus, I have many different relationships from students, to faculty and staff, to even administrators. For relationships that I have already established, particularly my own Hawaiian community, I have established a relationship where I feel comfortable in sharing with them and/or talking with them about relevant things to school or life in general. For the established relationships and for those that I plan to establish, I try to base it on the concept of ʻohana. For many Indigenous peoples, ʻohana or a communal system is very important and dependent on one another to live.
These relationships, however, could impede on the study because of the concept of ʻohana. Since ʻohana is more personal and not a step away from those being interviewed or with those you are working with, it further brings the relationship closer dealing with real personal things. These are things that come with ʻohana. How to control it is another issue, that needs to be clearly thought of.
As a novice researcher and still quite unsure of many things, relationships for Indigenous peoples who are the researchers themselves have challenging issues and concerns before them. As an assistant to a current research project, we have had challenging issues in recruiting participants through gatekeepers. The gatekeepers are the key to potential participants. However, coming from the same community still has its challenges. It's the mentality of being an insider/outsider. Insider because you are from that community and know them, outsider, because of the outside influence of obtaining something.
I'm trying to analyze how we can get through gatekeepers to get the potential participants, however, we haven't had much dialogue with the gatekeepers, even if I already have an established relationship with them. As our guest speaker, Corrine Glesne shared, we need to work with the community. So how do we be more visible to them, so that we can establish a working relationship? It is what Hawaiians call "he alo a he alo," meeting face to face. So that we can physically see one another and determines one's intentions and ʻano, or character. I believe if we had more face to face meetings, we would have been able to recruit more participants in the study.
EDEA 604 Blog 3: Developing Your Research Questions
First and foremost, I it is challenging in developing research questions. After my first year and after several months of taking EDEA 604 Qualitative Methods, I am proud to say that I now know the difference between research questions and the questions you would ask someone in an interview. That is a huge difference! It would be weird to possibly ask them that and may also sound complex. I've been developing my research questions for the past year for my classes and I thought, it would be great to see how my research questions have developed over time. So far, the method of this research is conducting an historical research about Hawaiian identity in higher education, particularly at UHM.
Draft Questions 1 - EDEA 602 Introduction to Research (December 2011)
Draft Questions 3 - EDEA 720K Access, Diversity and Equity (May 2012)
Draft Questions 1 - EDEA 602 Introduction to Research (December 2011)
- How have the Hawaiian Studies and Hawaiian Language programs contributed to the university?
- How do these Hawaiian programs compare to other Native and Indigenous studies around the world?
- How do they impact western institutions of higher education?
- How did Hawaiian courses began at the university?
- What led to the establishment of the Hawaiian Studies and Hawaiian Language programs?
- How have the Hawaiian Studies and Hawaiian Language programs affected: (a) the university; (b) the faculty and staff; (c) the students; and (d) the community?
Draft Questions 3 - EDEA 720K Access, Diversity and Equity (May 2012)
- How have the Hawaiian programs created a pathway for Native Hawaiians?
- How did it diversify the academy?
- How did the university provide equal opportunities for Native Hawaiians?
- How, if at all, have these programs [Hawaiian Studies & Hawaiian Language] impacted Native Hawaiian in higher education?
- What was the shared vision for these programs?
- How was ʻohana or family emphasized?
- How did it mediate socio-economic difficulties for Native Hawaiians?
- How was cultural preferred pedagogy incorporated?
- How did these programs validate and legitimize Hawaiian aspirations and identity in higher education?
- How have these programs reflected Hawaiian preferences (cultural, political, economic and social)?
Within the year, I can greatly see the development of my research questions from when I first started with my introduction to research course. Over the months, it seems that I have reworded my questions and narrowed them to more specific questions which makes the overall research topic clearer.
In the EDEA 720K Access, Diversity and Equity course, I reworded my questions to fit in those aspects into my research questions. After looking at these questions, it is definitely interesting to see my same topic of Hawaiian identity with a different perspective that shapes my questions. In the EDEA 780K Critical Perspectives course, I applied a theoretical framework called Kaupapa Māori by Graham Hingangaroa Smith. The questions I developed catered towards each component of Kaupapa Māori. It definitely is another interesting perspectives, as it helped me to better understand Hawaiian identity by asking holistic questions.
Tuesday, October 30, 2012
EDEA 604 Blog 2: Everyone's on E!
"Research in itself is a powerful intervention . . . which has traditionally benefitted the researcher, and the knowledge base of the dominant group society." - Linda Tuhiwai Smith, 1999, 176. I recall reading Linda Tuhiwai Smith's book earlier this summer. I found it very powerful in decolonizing or deconstructing research for Indigenous peoples. History has shown all of us how research and ethics played a role in Indigenous people's lives.
Ethics in research is a huge and vital component. I read Glesne's (2011) chapter 6, But Is it Ethical? Considering What's "Right." I liked how she included Indigenous perspectives in ethical issues and began her chapter with two quotes, one of them from a well-known Indigenous scholar. I found this chapter interesting as Glesne briefly introduces to readers about ethical standards in different ways, and further explains different ethics by her and other's experiences. Ethics are a system of moral principles, everyone has their own moral principles individually and within a particular group.
I recall watching a video presentation by Dr. Laiana Wong, a Professor from Kawaihuelani Center for Hawaiian Language, at the 2008 Ngā Pae o te Māramatanga New Zealand's Māori Centre for Research Excellence. There is no Hawaiian equivalent to ethics or ethical, however ethics are values and therefore, Hawaiians reverted to values as being ethical. His presentation was entitled "E nānā i ka hoa o kipa hewa ke aloha i ka ʻīlio." He shares 3 Hawaiian values: kuleana, maiau/kāpulu and pono.
Kuleana is commonly defined as right and responsibility, other definitions include property, authority, interest, claim, ownership and reason.
Maiau means neat and careful in work, correct and careful.
Kāpulu means careless, unclean, basically the opposite of maiau.
Pono means goodness, morality, benefit, welfare, balance, and righteous.
These are just a few values explained by Laiana. I believe that Hawaiian values can be used as an ethical framework applied to research on Hawaiians and by Hawaiians. As our guest speaker Corrine Glesne shared with us in tonights class, use qualitative methods "with people" to find possible solutions. Therefore, I believe a possible solution includes ways in which ethics frames the research. In other words, if qualitative methods are flexible, it shouldn't be a problem to adhere to Hawaiian and Indigenous values.
Ethics in research is a huge and vital component. I read Glesne's (2011) chapter 6, But Is it Ethical? Considering What's "Right." I liked how she included Indigenous perspectives in ethical issues and began her chapter with two quotes, one of them from a well-known Indigenous scholar. I found this chapter interesting as Glesne briefly introduces to readers about ethical standards in different ways, and further explains different ethics by her and other's experiences. Ethics are a system of moral principles, everyone has their own moral principles individually and within a particular group.
I recall watching a video presentation by Dr. Laiana Wong, a Professor from Kawaihuelani Center for Hawaiian Language, at the 2008 Ngā Pae o te Māramatanga New Zealand's Māori Centre for Research Excellence. There is no Hawaiian equivalent to ethics or ethical, however ethics are values and therefore, Hawaiians reverted to values as being ethical. His presentation was entitled "E nānā i ka hoa o kipa hewa ke aloha i ka ʻīlio." He shares 3 Hawaiian values: kuleana, maiau/kāpulu and pono.
Kuleana is commonly defined as right and responsibility, other definitions include property, authority, interest, claim, ownership and reason.
Maiau means neat and careful in work, correct and careful.
Kāpulu means careless, unclean, basically the opposite of maiau.
Pono means goodness, morality, benefit, welfare, balance, and righteous.
These are just a few values explained by Laiana. I believe that Hawaiian values can be used as an ethical framework applied to research on Hawaiians and by Hawaiians. As our guest speaker Corrine Glesne shared with us in tonights class, use qualitative methods "with people" to find possible solutions. Therefore, I believe a possible solution includes ways in which ethics frames the research. In other words, if qualitative methods are flexible, it shouldn't be a problem to adhere to Hawaiian and Indigenous values.
Monday, September 17, 2012
The first month of Fall 2012
Sorry, I was actually hoping to write one after the first week of school. Now, it's like 1 month later. So, for Fall 2012, I am taking EDEA 604 Qualitative Methods, EDEA 630 Higher Education Law, (both with Prof. Collins), EDEA 720 Administrative Internship (with Prof. Museus) and EDCS 640M, which is a Curriculum Studies class, Indigenous and Post-Colonial Perspectives in Education (with Prof. Kaomea). Total equals to 12 credits! Which is crazy and more than a full-time load. Plus, I just recently got hired as a graduate assistant.
EDEA 604: Qualitative Meths
I choose this class, because I thought it was easier and better than quantitative meths. Plus, I also find it more useful to use qualitative in my research interests. It's a really interesting class and the books help me to understand about qualitative easier. It's a fancy word! A fancy word that's very complicated. I'm glad I already took EDEA 602, since it helped me with basic research knowledge. This class consists of online blogging which is my learning portfolio, class participation, a few exercises and a research proposal.
EDEA 630: Higher Ed. Law
Again, I choose this class because I thought it would be way easier than the Finance class, which wasn't offered. Wrong again! This class had final test at the end, which I'm really worried about. Law. Law's very complicated to understand, especially the terminology used and the court cases. I guess it's why I'm not a law student and thinking that I wanted to get into law. Besides the final exam (which I dislike taking tests, hence I only choose grad programs that did not require the GRE), there's 4 court briefs for the semester and the first one is due in couple days. And class participation.
EDEA 720: Internship
So, part of my internship is assisting Prof. Museus in organizing a summit in October. It should be very interesting and I look forward to meeting new people and learn about the new research emerging relevant to Hawaiians and Pacific Islanders. Since that only consists of a short amount of hours, I need to fulfill the rest of the required hours. More details to come.
EDCS 640M: Indigenous & Post-Colonial Perpectives in Ed
I choose this class, because it is the only Indigenous class offered in the College of Education. And since, my primary research interest is Indigenous education, I really needed to take this class. Very interesting class!!! It's pretty cool, because we only meet every other week to have discussion. The readings and videos are very interesting and relevant. The only downfall to it, is that it's on Fridays, the last day of the week and by then, my brain stops functioning. It's pretty challenging for me to stay awake and pay attention. This class only requires a final presentation or paper and a 2-page self assessment. EASY!!!
I am so stoke to finally have a job! The whole first year of grad school, been applying everywhere to different places. And finally, mahalo Ke Akua!!! I am now a graduate assistant for Puʻuhonua: Hale for Native Hawaiian Student Support. It is apart of the Office for Academic Student Services in the College of Education. I help assist the coordinator in the recruitment, retention and graduation of Native Hawaiians in the COE, and assist in coordinating activities and events.
Tuesday, August 28, 2012
EDEA 604 Blog 1: Researcher Identity Memo
EDEA 604: Qualitative Methods is one of the courses I am taking this Fall 2012 semester from Dr. Chris Collins. As part of the class, we are required to use blogging as our Learning Portfolio. So this is the first of 10 blog entries for this class. I thought about creating another blog exclusively for this class, but thought, it actually fits my general blog of "What a MEd in Educational Administration Entails?" After the second week of school, then I'll have another blog that is more general, summarizing the first 2 weeks and other thoughts for the semester. But for now, this blog is completing Exercise 2.1 from Maxwell's (2013) Qualitative research design: An interactive approach (2nd ed.).
Prior experiences that relate to my topic or topics of interests are the many different community organization I am active in, my B.A. in Hawaiian Studies (emphasizing Polynesian and Indigenous Studies), and my exchange to the University of Waikato in New Zealand. When I think of an area, Hawaiians come to my mind, because of my prior and current experiences. More specifically, I would like to focus on Hawaiians and Hawaiian/Indigenous education within a higher educational context.
I have been involved in my community since my senior year of high school. My grandparents and parents were also active in community and school organizations. Which have rubbed of onto me. These experiences have helped me to help better my community through different avenues. It has also allowed me to bring my background experiences from the university into my community.
The educational movements of ʻAha Pūnana Leo, Kula Kaiapuni, Charter Schools have re-awoken Hawaiian language, culture, history and values back into the Hawaiian and greater community. So there are many people overseeing these efforts. Therefore, I see the gap for post-secondary education for Hawaiians. Obtaining my B.A. in Hawaiian Studies helped to reinforce, relearn and recognize my identity. Taking Hawaiian language, learning about my culture, my history and the way my kūpuna (ancestors) lived in these islands and in the great Pacific Ocean.
Furthermore, my exchange helped me gain a greater perspective towards the study of Indigenous education, particularly Māori tertiary education. There is a huge support towards Māori tertiary education, which includes te reo Māori (Māori language) and tikanga (values) included in the administration, faculty, staff and students, campus environment, and course curriculum. To see these experiences and to be immersed in these experiences is unforgettable.
Due to these prior experiences, it has led me towards this MEd in Educational Administration, with a focus in higher education. Therefore, a topic I would like to focus on, is the Hawaiian Studies and Hawaiian Language programs here at the University of Hawaiʻi at Mānoa. There is little known about these programs, as far as literature, yet there is more literature about ʻAha Pūnana Leo and Kula Kaiapuni. Therefore, a goal of mines is to understand Hawaiian identity in higher education through these two programs.
Some potential advantages are understanding the context and importance these two programs have within the university and Hawaiʻi. Being that we here live in Hawaiʻi and therefore, should receive priority. My experiences have allowed me to become familiar with the faculty and staff within these two programs, and therefore, creates access to these people for information. My belief is that, it is important to understand the historical importance of these programs and how it survived till today and still continues to grow.
I believe that one disadvantage of belief, is that many people will say that it's unimportant and not needed. The belief of someones perspectives and ideas are what will make it hard. It's how to persuade and change, educate or challenge that person's beliefs. The only way to actually deal with this, is to actually do the research to make people understand. And that's what qualitative methods will help me to do, to collect and analyze the in-depth thoughts and perspectives of people.
I have been involved in my community since my senior year of high school. My grandparents and parents were also active in community and school organizations. Which have rubbed of onto me. These experiences have helped me to help better my community through different avenues. It has also allowed me to bring my background experiences from the university into my community.
The educational movements of ʻAha Pūnana Leo, Kula Kaiapuni, Charter Schools have re-awoken Hawaiian language, culture, history and values back into the Hawaiian and greater community. So there are many people overseeing these efforts. Therefore, I see the gap for post-secondary education for Hawaiians. Obtaining my B.A. in Hawaiian Studies helped to reinforce, relearn and recognize my identity. Taking Hawaiian language, learning about my culture, my history and the way my kūpuna (ancestors) lived in these islands and in the great Pacific Ocean.
Furthermore, my exchange helped me gain a greater perspective towards the study of Indigenous education, particularly Māori tertiary education. There is a huge support towards Māori tertiary education, which includes te reo Māori (Māori language) and tikanga (values) included in the administration, faculty, staff and students, campus environment, and course curriculum. To see these experiences and to be immersed in these experiences is unforgettable.
Due to these prior experiences, it has led me towards this MEd in Educational Administration, with a focus in higher education. Therefore, a topic I would like to focus on, is the Hawaiian Studies and Hawaiian Language programs here at the University of Hawaiʻi at Mānoa. There is little known about these programs, as far as literature, yet there is more literature about ʻAha Pūnana Leo and Kula Kaiapuni. Therefore, a goal of mines is to understand Hawaiian identity in higher education through these two programs.
Some potential advantages are understanding the context and importance these two programs have within the university and Hawaiʻi. Being that we here live in Hawaiʻi and therefore, should receive priority. My experiences have allowed me to become familiar with the faculty and staff within these two programs, and therefore, creates access to these people for information. My belief is that, it is important to understand the historical importance of these programs and how it survived till today and still continues to grow.
I believe that one disadvantage of belief, is that many people will say that it's unimportant and not needed. The belief of someones perspectives and ideas are what will make it hard. It's how to persuade and change, educate or challenge that person's beliefs. The only way to actually deal with this, is to actually do the research to make people understand. And that's what qualitative methods will help me to do, to collect and analyze the in-depth thoughts and perspectives of people.
Wednesday, July 25, 2012
5 Summer Saturdays for a Graduate Course?
This class was interesting, but looking forward to spending my Saturdays from 9am-5pm talking about critical perspectives, was crazy. Although, I had friends who were also crazy enroll in this class as well. It was very informative, intense, and fun, when it was too serious. In all, this course helped us to understand Critical Race Theory, learn other critical perspectives, and applying those perspectives in higher education. Although the Saturdays were long, the class was really short.
The readings and topics included: race and theory, Critical Race Theory, racism, interest-convergence, whiteness, white privilege, intersectionality, counter-storytelling, Tribal Critical Theory, Critical Feminism and Pedagogy of the Oppressed. There were some articles more interesting than others, and some articles that were too complex for me, like the law articles.
In all, I'm glad that I took this class along with my friends. I've learned a lot in a few classes about Critical Race Theory and the many different critical perspectives based on race, culture, gender, class and how it affects people in education, particularly in higher education. This is an important issue to keep in mind, when working in education, either as a teacher, administrator, researcher and even as a student. These critical perspectives helps to critically analyze reality from the lives and experiences from different people, from different backgrounds. 
And so, the final paper was killing me. I've been refining my research proposal since taking 602 and would say this is my third draft. Having to rewrite it and include a critical perspective component was challenging. For my research proposal, I tried to incorporate Kaupapa Māori (a Māori framework) to view what factors of the UHM's Hawaiian Studies and Hawaiian Language programs impact Native Hawaiians in higher education? It's a work in progress, but I'm hoping that I don't loose interest. I'm thinking, "what other easy things can I do, that will fulfill the Plan B?"
Sunday, May 20, 2012
Summarizing the 1st year in Graduate School
I should have started this earlier, but my first year in graduate school has finished. I am a graduate student at the University of Hawaiʻi - Mānoa seeking my Masters of Education in Educational Administration, with a focus on higher education, in the College of Education. First and foremost, I never thought I would have seen myself in graduate school, particularly in education. However, the admission requirements for this program were not rigorous and did not include taking the GRE.
The reason I applied and accepted my offer of admission into this program was because of my international exchange during my undergraduate study to the University of Waikato, Aotearoa/New Zealand. While living there and learning, I've observed how Waikato Uni and the others allowed space for Māori in higher education. Just to prior to leaving for Aotearoa, I've been involved with the Pūkoʻa and Kūaliʻi Councils, which are Native Hawaiian Advisory Councils to the University of Hawaiʻi President and University of Hawaiʻi - Mānoa Chancellor respectively. For these very two reasons, I journeyed into higher education.
It was a huge step for me to step into something that I was not familiar with. From just obtaining my BA in Hawaiian Studies, I thought I would continue into the MA program. I guess Ke Akua had other plans for me. And I am very grateful and happy I am in this program, as there is a need for Hawaiians working in higher education.
The classes I took in my first year are:
Fall 2011
EDEA 602 Research in Educational Administration
EDEA 657 Introduction to Higher Education
EDEA 660 Management and Leadership in Higher Education
Spring 2012
EDEA 646 American College Student
EDEA 780K Access, Diversity, and Equity in Higher Education
EDEF 652 History of Education in Hawaiʻi
What a year! It was tough and very challenging. Lots of writing and reading, but very informational, as it relates to us as college students. The theories and knowledge we learn in class, can be very practical and applicable. These classes really helped to set a foundation in higher education. I met many good friends in this program and I am also happy that there are other Hawaiians in this program as well.
Now that a year has quickly passed, I only have one more year left for my degree. I really like it, because this program is only two years. All the MEd programs are two years, so I am in and out. I can't wait to graduate "again" and get my MEd!!!
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