Ka Wai Ola - Office of Hawaiian Affairs, Volume 17, Number 4, 1 April 2000 — Hawaiian education: Promoting opportunities or denying access? [ARTICLE]

Hawaiian education: Promoting opportunities or denying access?

By Davld Kekaullke S I n g . Ph.D

ĪHE U.S. SUPREME Court decision in Rice vs. Cayetano has caused eoneem about the implications on programs for Hawaiians. With the enthusiasm and the wide range of opportunities developed over the past 10 years in the area of Hawaiian education, it is disheartening to think that what seems to be "pono" for native people would be challenged. It is ironic how our laws and the fear of litigation become the obstacles to furthering morality and justice. My work is in education, not politics or law. Thus, I want to talk about the intent and nature of Hawaiian education as a means to clarify for detractors and us "the right thing to do." I define Hawaiian education as transmitting

information to Hawaiian students in ways that allow and support their way of thinking, behaving and learning. In more specific terms, when the curneulum integrates the home/community experiences of the students, the students will be inspired to want to leam more because the learning environment supports their culture in how they think, behave and learn. Programs like Nā Pua No'eau are an example of this process. The teachers create a leaming environment in whieh Hawaiian students leam best, namely: 1) an authentic leaming environment; 2) hands-on activities; 3) integration of Hawaiian culture, values, history and/or technology; and 4) connection of leaming to family and community goals. Examples for classes include activities that revolve around interdis-

eipime areas luee voyaging, environmental smdies and volcanology. Students are able to immerse themselves in an activity that is "field" based as opposed to classroom bound. The teachers are able to incorporate traditional Hawaiian practices and culture, whieh enhances the interest of the Hawaiian students and strengthens their selfconcept. In general, Hawai'i schools are not designed to be responsive to the needs of the diverse populations they serve. Thus, the classes and activities are incongment with the home and community values of Hawaiian students. While many will argue that we and other groups of people with distinct perspectives should assimilate to the culture whieh the school espouses, the reality is that the very nature of any society must have a deeper eom-

mitment to the distinction of culture and values. A person's "being" is built around a strong connection of "self ' as it relates to family, culture and his/her community. In addition, Hawaiian education refers to the transmission of traditional Hawaiian cultural practices, the teaching of Hawaiian arts and crafts and/or Hawaiian language medium instruction. Thus, if Hawai'i is serious about providing equal educational opportunity to all people in Hawai'i, then schooling and teachers in general must recognize and promote the perspective, learning style, behaviors and culture of Hawaiians in all classrooms and schools. Those responsible for education must assure that the

education needs of our students are addressed. Because of schooling that is not responsive to the educational needs of Hawaiians, Hawaiian education programs have developed in different educational settings through government, private and eommunity initiatives. The basic premise of these programs is to address the needs of Hawaiians not addressed through regular school. It is ironic that both federal and state legislation have demonstrated that schooling in Hawai'i has failed to provide an adequate system of education for Hawaiians, yet opponents would suggest that our programs deny access to non-Hawiii-ians. Hawaiian education programs should be designed to create program and activities that are congruent with the home and cultural values of Hawaiians. These result in distinct behaviors that lead to posi-

tive learnmg. l nus, a Hawanan education program is not intended to deny access to non-Hawaiians but to address those educational issues not being provided in regular school. ■ Editor's note: Ka Wai Ola o OHA is eommitted to providing readers with access to information on programs and activities on Hawaiian education. This month 's article is by Dr. David Kekaulike Sing, director ofNā Pua No'eau at UH Hilo. His doctorate in edueaūon focused on Hawaiian education. He has been designing Hawaiian education programs and activities for the past 20 years.

I define Hawaiian education as transmitting information to Hawaiian students in ways that allow and support their way of thinfeing, behaving, and learning.

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