The Seeds We Planted: Portraits of a Native Hawaiian Charter School (First Peoples: New Directions Indigenous)

This book reveals the paradoxes of teaching indigenous knowledge within institutions built to marginalize and displace it. In 1999, Noelani Goodyear-Ka‘ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism. How, Goodyear-Ka‘ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable—and largely suppressed—history of Hawaiian popular learning and literacy. This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural–political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity. Contents 10 Preface 12 Acknowledgments 20 Introduction: lndigenous Education, Settler Colonialism, and Aloha 'Āina 24 Sovereign Pedagogies and Settler Colonial Structures 28 Independent Hawaiian Schools and the Emergence of a Settler State 37 Indigenous Studies and Settler Colonialisms 46 Indigenous Resurgence 51 Aloha 'Āina: A Multiplicity of Land-Centered Literacies 54 My Role as Activist Researcher and Storyteller 62 1. The Emergence of Indigenous Hawaiian Charter Schools 70 Education and Aloha 'Āina in Post-1959 Hawaiian Social Movements 71 The U.S. Charter School Movement and Hawai'i's Charter School Law 83 The Emergence of Hawaiian Culture-Based Charter Schools: The Difference between Choice and Kuleana 87 The Birth of Hālau Κū Māna 93 Conclusion 103 2. Self-Determination within the Limits of No Child Left Behind 106 Policing and Resisting Settler State Safety Zones 106 Safety Zones and Self-Determination 110 Self-Determination in HKM Practice 114 Pa'a: Land and Facilities as a Foundation 116 Pilina: School and Community Relationships 118 Pono: Moral Affinities and Collective Obligations 123 A Self-Determined, 'Āina-Centered Curriculum: Nurturing a Κ'īpuka 126 Settler-Colonial Constraints: How NCLB Impacted the Educational Program and Inscribed a Safety Zone 130 Kai Nui Project, January 13, 2011 138 'We Won't Lose Our 'Ike; We Will Grow Our 'Ike": Aspects of Self-Determination in Educators' Discourse 142 3. Rebuilding the Structures That Feed Us: 'Auwai, Lo'i Kalo, and Kuleana 150 Entering 'Aihualama, 2011 150 Restoring the Capacity to Feed: Subsistence Practices as Sustainable Self-Determination and Community Cultural Wealth 157 Reestablishing Kuleana for Living 'Āina 164 Indigenous and Settler Kuleana 172 Gender, Labor, and Kuleana 178 "He Hāloa Au. Hānai ke Kalo." 186 4. Enlarging Hawaiian Worlds: Wa'a Travels against Currents of Belittlement 190 Sailing against Legacies of Belittlement 193 Voyaging to Become Kumu of Navigation 200 Kānehūnāmoku: Revealing Hidden Islands and Ancestors 208 Genealogy: Providing Direction, Depth, and Accountability 212 Sailing as a Crew and 'Ohana: "He Wa'a, He Moku. He Moku, He Wa'a:· (A Canoe Is an Island. An Island Is a Canoe.) 222 Seeing a Piko, Enlarging a World 226 5. Creating Mana through Students' Voices 228 Ea: Collective Voice and the Breath of Sovereignty 231 Kumulipo: Our Genealogies Are Political 236 Confronting Blockages of Mana Within 242 "Fighting for Our School" 246 Mālama iā Haloa: "Hell No, GMO!" 251 Chants for Ea: A Ha'ina 259 Conclusion: The Ongoing Need to Restore Indigenous Vessels 264 Notes 272 Preface 272 Introduction 273 1. The Emergence of Indigenous Hawaiian Charter Schools 284 2. Self-Determination within the Limits of No Child Left Behind 290 3. Rebuilding the Structures That Feed Us 294 4. Enlarging Hawaiian Worlds 299 5. Creating Mana through Students' Voices 303 Conclusion 306 Glossary 308 Bibliography 316 Index 336 In 1999, Noelani Goodyear-ka'ōpua Was Among A Group Of Young Educators And Parents Who Founded Hālau Kū Māna, A Secondary School That Remains One Of The Only Hawaiian Culture-based Charter Schools In Urban Honolulu. The Seeds We Planted Tells The Story Of Hālau Kū Māna Against The Backdrop Of The Hawaiian Struggle For Self-determination And The U.s. Charter School Movement, Revealing A Critical Tension: The Successes Of A School Celebrating Indigenous Culture Are Measured By The Standards Of Settler Colonialism. How, Goodyear-ka'ōpua Asks, Does An Indigenous People Use Schooling To Maintain And Transform A Common Sense Of Purpose And Interconnection Of Nationhood In The Face Of Forces Of Imperialism And Colonialism? What Roles Do Race, Gender, And Place Play In These Processes? Her Book, With Its Richly Descriptive Portrait Of Indigenous Education In One Community, Offers Practical Answers Steeped In The Remarkable--and Largely Suppressed--history Of Hawaiian Popular Learning And Literacy. This Uniquely Hawaiian Experience Addresses Broader Concerns About What It Means To Enact Indigenous Cultural-political Resurgence While Working Within And Against Settler Colonial Structures. Ultimately, The Seeds We Planted Shows That Indigenous Education Can Foster Collective Renewal And Continuity--provided By Publisher. Machine Generated Contents Note: -- Contents -- Preface -- Acknowledgments -- Introduction: Indigenous Education, Settler Colonialism, And Aloha 'Āina -- 1. The Emergence Of Indigenous Hawaiian Charter Schools -- 2. Self-determination Within The Limits Of No Child Left Behind -- 3. Rebuilding The Structures That Feed Us: ʻauwai, Loʻi Kalo, And Kuleana -- 4. Enlarging Hawaiian Worlds: Waʻa Travels Against Currents Of Belittlement -- 5. Creating Mana Through Students' Voices -- Conclusion: The Ongoing Need To Restore Indigenous Vessels -- Notes -- Glossary -- Bibliography -- Index. Noelani Goodyear-kaʻōpua Includes Bibliographical References And Index. "In 1999, Noelani Goodyear-Ka'ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism. How, Goodyear-Ka'ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable--and largely suppressed--history of Hawaiian popular learning and literacy. This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural-political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity"-- Provided by publisher