Developed November 2012
EDHI 601 Introduction to Hawaiian & Indigenous Education
COURSE DESCRIPTION
Indigenous Education is relatively a young developing field
of study that derives it's very existence from Indigenous Studies. As a global movement of renaasicnce for
Indigenous peoples and their knowledge, meanings, teachings and learning in
western educational systems, Indigenous Education has brought it's own ways to
combat Eurocentric-American hegemonic knowledge.
Hawaiian education will be the primary focus of this course,
along with other perspectives in Indigenous education and how both affects one
another. This class will briefly
cover historical and contemporary issues facing Indigenous peoples and
education. In order to establish a
Hawaiian and Indigenous foundation in education, we will cover many literature
written by Indigenous scholars.
The literature will help students to develop an Indigenous
holistic approach to the idea of Indigenous education, and include such topics
like: Indigenous ways of knowing and teaching, history, language and cultural
revitalization, curriculum, research and methodologies, political and social
issues.
COURSE LEARNING OBJECTIVES
Students will be able to:
1. Analyze and critique contemporary
issues through an Indigenous critical framework
lens.
2. Apply different solutions to the
current issues facing Indigenous peoples and their
education.
3. Synthesize current Indigenous education
trends.
MISSION OF THE COLLEGE OF EDUCATION
To work as a diverse, just, and democratic community in
three areas:
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Teaching - prepare new educational professionals and
provide on-going professional development in education.
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Research - increase the knowledge base in education
and related fields through the production and application of educational
research.
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Service - serve as partners and leaders for
excellence in education.
The College also recognizes its responsibility to enhance
the well-being of the Native Hawaian people, and others across the Pacific
Basin, through education.
HAWAIIAN & INDIGENOUS EDUCATION PROGRAM
The Department for Hawaiian and Indigenous Education is a
interdisciplinary 30-credit program within the College of Education offering a
Masters of Education (MEd) in Hawaiian and Indigenous Education for those who:
(a)
are currently working with Hawaiian and Indigenous populations or at a Hawaiian
and Indigenous public, charter, immersion schools or at a university/college
institution.
(b)
have a desire or interest to work with Hawaiian and Indigenous educational programs.
This program provides students the necessary Hawaiian and
Indigenous foundational knowledge to become educational leaders with the
opportunity to explore issues of importance to Hawaiian and Indigenous peoples
and to specialize in their area of interest. The department's main target group are Hawaiian and
Indigenous students committed towards the educational futures of all Indigenous
peoples around the world.
REQUIRED READINGS
There is a required reader for this class: EDHI 601 Hawaiian
& Indigenous Education Reader, which is available for purchase from the
Marketing and Publication Services (MaPS). For more information see http://manoa.hawaii.edu/crdg/curriculum-materials/maps/.
ASSIGNMENTS AND ASSESSMENTS
Class attendance and participation 10%
Journals (10) 25%
Paper 1: Identity in
Education 15%
Paper 2: Solution to a
Problem 20%
Field Study/Internship 30%
Class attendance and participation (10%)
Students are expected to be promt to class and ready to
engage in learning about Hawaiian and Indigenous education and to participate
in the discussion of the readings in hopes of gaining a better understand of
Indigenous education.
Journals (25%)
There will be a weekly journal to refect, pondor, analyze
and/or question about the current readings and class discussion. Journals should be minimum 1 page
double spaced and dates for the particular week of class.
Paper 1 (15%)
This paper is a self-reflection of your identity in
education. What are the different parts
that make up your identity and how does those parts impact your education? Maxium 4-page double spaced paper.
Paper 2 (20%)
What is an issue or problem and what are possible
solutions? A 15-20 page paper
addressing (1) the issue or problem, (2) historical and contemporary facts, (3)
possible solutions. Please cite
readings from this class or other relevant works in your paper.
Field Study/Internship (30%)
In order to gain better understanding other than reading and
discussing is to experience it.
The field study/internship will allow students the opportunity to be
involved in a Hawaiian and Indigenous educational environment and gain possible
insights that the current literature may lack or reinforce the student's
understanding. The student must
intern for 4-weeks (10 hrs/week) under the supervision of a Hawaiian or
Indigenous educator and help assist that person in day-to-day
responsibilities. A formal
agreement must be made and signed by both the student and the supervisor.
After the 4-week internship, students must write up a 6 - 7
page paper about their internship and include the following (a) the Hawaiian or
Indigenous education program, (b) what your role and responsibilities were, (c)
what are the current problems or issues facing this Hawaiian or Indigenous
education program, and (d) possible solutions to overcome those problems or
issues. Please also include
relevant readings from the class to connect theory and practice.
GRADING POLICY
All assignments for the course grade will be assessed
accordingly to the standard grade policy.
Late assignments are accepted, however, 1 point will be deducted from
overall assignment grade.
100 - 94
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A
|
93 - 90
|
A-
|
89 - 87
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B+
|
86 - 84
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B
|
83 - 80
|
B-
|
79 - 77
|
C+
|
76 - 74
|
C
|
73 - 70
|
C-
|
69 - 60
|
D
|
59 Below
|
F
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APA STYLE
All papers must be formated according to the current
American Psychological Association (APA) formating style. For more information see http://owl.english.purdue.edu/owl/section/2/10/
http://www.apastyle.org/
ACADEMIC HONESTY
Please be sure to cite your sources when appropriate. Copying, quoting without quotation
marks and not crediting the source is are forms of plagirism, which constitutes
academic dishonesty. If you are
unsure of how to cite your source, see above for helpful websites about
formatting your paper correctly in APA format. Academic dishonesty can be found in the UH General and
Graduate Informatino Catalogue and UH
Student Code.
COURSE OUTLINE
(Subject to change)
Week 1 - Introduction
Week 2 - Indigenous ways of knowing and teaching
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Chun - A'o
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Hau'ofa - Our Sea of Islands
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Janke - Indigenous Knowledge and Intellectual Property
Week 3 - History of education for
Indigenous peoples - Due: Journals 1 & 2
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Benham - The Voice"less" Hawaiian: An
Analysis of Educational Policymaking 1820-1960
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Menton - A Christian and "Civilized"
Education: The Hawaiian Chiefs' Children's School 1839-1850
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The Brown Quarterly - The Challenges and Limitations of
Assimilation, Indian Board Schools
Week 4 - Language and culture revitalization
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Warner - The Right, Responsibility and Authority of
Indigenous Peoples to Speak and
Make Decisions for Themselves in Language and Cultural Revitatlization
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Henze & Davis - Authenticity and Identity
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Ka'ai-Mahuta - The Impact of Colonisation on te reo Māori
Guest Speakers: Dr. No'eau Warner, Professor and Dr. Laiana Wong, Professor, Kawaihuelani Center for Hawaiian Language, Hawai'inuiākea School of Hawaiian Knowledge - UHM
Week 5 - Language
and culture continue - Due: Journals 3 & 4
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Moorfield - Teaching and Learning an Indigenous
Language through its Narratives
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Wong - Authenticity and the Revitalization of Hawaiian
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Iokepa-Guerrero & de France - Nest of Voices: Early
Child Care and Education in Hawai'i
Guest Speakers: Dr. Tania Ka'ai, Professor and Dr. John Moorfield, Professor, Te Ara Poutama, Auckland University of Technology
Week 6 - NO CLASS. Start Field Study/Internship.
Week 7 - Curriculum
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McLaughlin & Whatman - Decolonising Curricula in an
Australian University
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Lambe - Indigenous Education, Mainstream Education and
Native Studies: Some Considerations
When Incorporating Indigenous Pedagogy into Native Studies
Week 8 - Studies (Indigenous, Hawaiian, Māori,
Native American/American Indian, Pacific,
Aboriginal/Torres Straight) - Due: Journals 5 & 6
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Nakata - Australian Indigenous Studies: A Question of
Discipline
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Wesley-Smith - Rethinking Pacific Island Studies
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Reilly - What is Māori Studies?
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Champagne - Is American Studies for Real?
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Ward - The Hawaiian Studies Program
Week 9 -Research and Methodologies
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Smith - Imperialism, History, Writing and Theory
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Hart - Indigenous Worldviews, Knowledge, and Research
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Kahakalau - Indigenous Heuristic Action Research
Guest Speaker: Dr. Noelani Goodyear-Ka'opua, Assistant Professor of the Department of Political Science, College of Social Sciences - UHM
Week 10 - Research continue - Due:
Journals 7 & 8
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Hudson & Russell - The Treaty of Waitangi and
Research Ethics in Aotearoa
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Brayboy - Towards a Tribal Critical Race Theory
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Battiste, Bell & Findlay - Decolonizing Education
in Canadian Universities: An Interdisciplinary,
International, Indigenous Research Project
Week 11 - Political and Social
Issues
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Ismail & Cazden - Stuggles for Indigenous Education
and Self-Determination
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Fredericks - Indigenous Issues in Higher Education
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Nakata - The Cultural Interface
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Benham & Heck - Political and Cultural Determinants
of Educational Policymaking: The Case of Native Hawaiians
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Kaomea - Contemplating Kuleana: Reflections on the
Rights and Responsibilities of Non-Hawaiian Participants in Programs for
Hawaiian Education
Guest Speaker: Dr. E. Kahunawai Wright, Director of Native Hawaiian Student Services Kauhale, Hawai'inuiākea School of Hawaiian Knowledge - UHM
Guest Speaker: Dr. E. Kahunawai Wright, Director of Native Hawaiian Student Services Kauhale, Hawai'inuiākea School of Hawaiian Knowledge - UHM
Week 12 - NO CLASS.
Due: Journals 9 & 10
Week 13 - Presentations
Week 14 - Presentations
After Punihei's class night, I kept going back to this proposed course the curriculum. The questions she posed:
1) What does it mean to be Indigenous?
2) Of what consequence is it to be Indigenous?
3) Of what consequence is it to recognize the Indigenous peoples of the place you are in?
4) Of what consequence is it to use Indigenous curriculum in higher education?
Really interesting questions, as I try to reflect on how I can answer these questions - given my background experiences and with what I just shared. I really wanted to highlight question #4 and share what I had shared with my classmates in our small groups discussion. The first thing that I focus on is the word "use." How is it going to be used? Who is going to use it? Incorporating Indigenous knowledge in the curriculum can be challenging. It may and can also have consequences on how it is used. How is it delivered to students? What teaching methodologies are used? Which then leads to "curriculum." What consists of the curriculum? How is it defined as "Indigenous curriculum"? These are more questions to keep in mind.
