E Ola Lānaʻi o Kaululāʻau [2015-2016]

The grantee, as a representative of Hawaiʻinuiākea and the University of Hawaiʻi, worked closely with Nā Kiaʻi o Waineʻe to support their mission, both in the areas of research documentation and public/community awareness and education. This work included; assisting in the development of a primary formal archive for Nā Kiaʻi o Waineʻe; reproducing and sharing the full contents of documents that I hold in my research collection; a presentation to the Board of the research that I have done on the church over the past decade followed by a compilation workshop; a presentation of the same to the full church and invited community including representatives of historical groups on Māui; and participation in events focused on cultural protocol surrounding the honoring of the aliʻi nui buried at Waineʻe. Additional possibilities being discussed are the development of brief educational pamphlets containing a summary history of the cemetery, a published history of the church, and educational efforts in conjunction with institutions such as Lahainaluna School with a focucs on creating connections between the school and Hawaiʻinuiākea. The project would involve two stages; the first in November 2012, and the second in February of 2013.

McNair Scholars Online Journal, 2013

This open access Article is distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.

Handbook of Indigenous Education, 2018

Keaomālamalama describes the reinvigoration of Hawaiian consciousness as a metaphor for enlightenment through a transformative process that recenters, reshapes, and rejuvenates responsive Hawaiian educational models and initiatives towards sustaining vibrant and abundant communities. This chapter utilizes Indigenous Empowerment Theory (IET) to analyze the transformational nature of education in Hawaiʻi. Six catalysts, over four major historic periods of time, are discussed in terms of the ways they have impacted the vitality of Hawaii's people and society. Four case studies provide "moʻolelo (narratives) of practice" as evidence to illustrate the educational change experienced over the last two generations. These examples are grounded in a ʻohana (family) mindset as the lens from which Hawaiian education has impacted educational reform, leadership, and policy in Hawaiʻi. The chapter concludes with Keaomālamalama, a series of four summit gatherings among educational leaders, organizations, and critical community and institutional partners towards a vision, "ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao" (Hawaiʻi is the foundation of our learning) for recalibrating the direction of Hawaiian education. The key elements and lessons learned will be discussed as closing insights-i ke ao mālamalama (towards an enlightened world).

2017

Sometimes the side roads were more intriguing and illuminating on this journey of connecting with the nā ʻŌiwi mamo and their iwi kūpuna. Yet, ultimately, I reached my destination and have been blessed because of all those who traveled alongside me. It has been my joy to have had the companionship, tutelage, and love of new and old friends. I wish to thank them for their influence and support publicly and sincerely. Robynn Namnama and Nicole Garcia became my allies in Applied Anthropology class. Although they started as my interns, they have become my friends and collaborators. I am grateful for their support and help in the initial interviews with the nā ʻŌiwi mamo of Hawaiʻi Island. I wish them success in their journeys through Graduate School. The University of Hawaiʻi at Hilo's Anthropology department has given me the tools to succeed, not only academically but in my life's journey. I am grateful for the many hours spent in and out of class and for learning and friendships which have instrumental to my success. To all my professors, Kathy, Chris, Jack, Tim, and many others, I say Mahalo! This research was greatly blessed by all nā ʻŌiwi mamo, the haʻi moʻolelo, and their willingness to share their experiences with me. It has indeed been a pleasure. Most especially I would like to thank the nā ʻŌiwi mamo community of Hōkūliʻa for they continue to fight for the protection of their iwi kūpuna and the surrounding cultural sites. Their primary concern has always been and continues to be their ancestors and the cultural heritage they have left behind. They are endowed with a rich legacy of sites, trails, and iwi kūpuna which will be held for the generations of descendants yet unborn. I want to especially thank Kaleo Kualii for being a v My cohorts on this journey have become my family. When one succeeds we, all succeed! They have been the best part of this journey for me. I could not have imagined doing this without them. So, all my love, gratitude, and joy of being a masters' student is wrapped up in Loke, Kalena, Kalā, Kamu, Matt, and Nicole. My parents and sisters have been my sounding boards and my greatest cheerleaders. They bind me to them, when one succeeds we all succeed. I love them beyond words! My Aunty Ruthie started me back on the journey to education. It was her initial reminder, "you always told me you would go back to school and get your degree" that put me back on this journey after years of hiatus. Thank you for setting me right! To the countless friends, Louise, Grace, Maria, Lenore, Daisy, and so many others who fed me, housed me, and supported me, thanks! And, finally…kuʻu kūpuna (my beloved ancestors). They have carried me through this journey in ways which cannot be expressed in words. It has been my pleasure to learn at their feet. For when I think of them I am reminded that without them I would not be here.

caa.reviews, 2022

Exhibition and catalog review of Hawaiʻi Triennial 2022: "Pacific Century - E Ho‘omau no Moananuiākea," eds. Melissa Chiu, Miwako Tezuka, and Drew Kahu‘āina Broderick. Honolulu: University of Hawaiʻi Press, 2022.

Hānau ka ‘āina is a place-based curriculum resource packet that provides primary-resource, research-based sources—texts, images, online links and more—that can help connect haumāna to the history and life of Kaʻehu, Paukūkalo, and Nā Wai ʻEhā, on the mokupuni of Maui. These materials can be used to create place-based lesson plans that address current Hawai‘i Department of Education Content and Performance Standards as well as a variety of other learning tools to meet a broad spectrum of education goals. The curriculum packets seek to highlight Kanaka ʻŌiwi (Native Hawaiian) voice by accessing both ʻŌlelo Hawaiʻi (Hawaiian language) and ʻŌlelo Beretania (English language) resources, textual and oral, of the nineteenth, twentieth, and twenty-first centuries. A genealogy of voice links current-day practices with past understandings.

Hawaiʻi is popularized as a paradise; as the "Aloha State." But what exactly is aloha? And how did Hawaiʻi become a state? This course will look to Hawaiʻi in thinking through issues such as the inevitable expansion of America, the depiction and appropriation of Indigenous cultures, what it means to live in a multi-cultural world, how societies recover from trauma (including pandemics), and, naturally, why surfing is the best sport ever and why pineapple belongs on pizza.

2014

This report summarizes the Hawaii Historical and Archaeological Research Project activities in 2013 in windward Kohala, Hawaii Island. Field research included the survey of localities in Makanikahio and Waiapuka Ahupuaa, along with archival research in Pololu Ahupuaa. Documentation of sites included mapping, recording of place names, reconstruction of ili locations, historical work on Land Commission Awards and Ahupuaa Boundary Commission Certificates. Student training activities included the completion of seven research projects and presentations in Kohala and Honolulu.

AMERICAN …, 2003

thanks to all in my wonderful family, who have given me so much help and support, that they do not realize. And to my friends, your friendship, encouragement and support have been invaluable. You have all made my life truly joyous. I will miss you all. And, last but not least, I must thank my wonderful husband, Hung. Without you, none of this could have been possible. Thank you so much for all you have done for me. "You are a rock!" I love you and thank you for being there with me all the way.