A Glance at the NHEA 2015 Convention Workshops


Shifting the approach towards Indigenous language acquisition, use, transfer and maintenance.

Regardless of the area of language revitalisation or its key areas for language planning, ZePA is a model that challenges the individual or the entity in terms of its potential to effect shift from a position of opposition towards the indigenous language, to acceptance of the indigenous language, and then actively supporting that indigenous language. This presentation presents recent research from New Zealand conducted amongst Government Departments and how the Maori language is operationalised within the agency. It also affords attendees the opportunity to discuss and consider where they may effect positive change for language revitalisation.

Poia Rewi, University of Otago, Dunedin
________________________________________________________________________

Kukulu Hale

Led by master builder Palani Sinenci and assisted by his Alakaʻi, you can lend your mana to the building of a Hale Hālāwai, a meeting house. At this workshop you can learn how our educational institutions can play a role in reviving traditional knowledge and re establishing traditional styled hālau and guild like practices. You will learn traditional and modernized methods and techniques of hale building through participating in this project.

Palani Sinenci, Master Traditional Hale Builder
Kalawai’a Moore, Instructor, Windward Community College
________________________________________________________________________

Teaching the History of Hawai`i: Avoidance of Educational Malpractice

In context of the current situation in Hawai`i, educators have a duty to reconcile the growing knowledge base of our history with the moral and legal obligation to properly inform and educate the student. This session will present relevant historical facts, introduce the legal concept of “educational malpractice” and revisit our traditional practice of Kuleana. A discussion will then ensue regarding the obligation that today’s educators have to our students regarding this very important topic.

Manu Kaiama, Instructor, University of Hawai’i at Mānoa
Keʻeaumoku Kaiama, Attorney
________________________________________________________________________

Developing a Kanaka Maoli Consciousness for the 21st Century

This session will review unflattering depictions of Hawaiians and Hawaiian mea as seen and promulgated through various forms of media and language. The purpose of this session is to encourage educators and others who care, to sharpen your skills in identifying these opportunities as learning opportunities for those you interact with. Some time will be devoted to encourage a lively discussion so others may share their own experiences regarding this topic.

Manu Kaiama, Instructor, University of Hawaiʻi at Mānoa
________________________________________________________________________

Dissertation Presentation: Helu Hawai’i

This presentation is a recapturing of our Hawaiian numerical moʻolelo through historical Hawaiian-language texts. While current curricular trends in Hawaiʻi’s public educational settings (and nationwide) aim to normalize a narrow standardized, western worldview of what mathematics education should look like in our classrooms, this critical ethnomathematic interrogation of our own foundational Hawaiian language texts reaffirm our genealogical connections to rich cultural traditions of Helu Hawaiʻi.

Eomaikalani Kukahiko, Assistant Specialist, University of Hawai’i at Mānoa
________________________________________________________________________
Hānau Ka Ua Me Ka Makani: Hawaiian Rain and Wind Names, a Source of Identity

Wind and rain names are a precious legacy left by our kūpuna. They are sources of inspiration, pride and personal identity. For our kānaka maoli today, to know one\’s home is to know its stories and legends, its famous ali‘i, its landmarks, and its wind and rain names. Journey with the presenters as they share their mo‘olelo of research, revelations and relevancy on the 200 Hawaiian rain names and 600 Hawaiian wind names compiled thus far.

Collette Akana, Teacher, Kamehameha Schools
Kiele Gonzalez, Hawaiian Language Publishing Specialist, Kamehameha Schools
________________________________________________________________________
“Ke Ala Leo” Hawaiian language method of teaching with Cuisinaire rods

Teaching Hawaiian language with Cuisinaire rods

Tuti Kanahele, Instructor, Windward Community College
________________________________________________________________________
5 years at Te Wānanga o Aotearoa: Some highlights and lessons.

Te Wānanga o Aotearoa is the largest Māori university in New Zealand with over 35,000+ annual students. They are located across a vast landscape on both North and South Islands in 50+ unique locations (renovated bars, refurbished hotels, reclaimed rubbish dumps, etc). It is the largest cultural tertiary educational movement in the world. My job was to help develop and run its first Masters degree called He Waka Hiringa – Masters of Applied Indigenous Knowledge. Come to hear some insights, highlights and why they continue to call us their tuakana/kua’ana – elder sibling.

Manulani Aluli Meyer, University of Hawaiʻi West Oʻahu
________________________________________________________________________
Using Culture-Based EXPERIENCES to promote Culture-Based EDUCATION: Kahua Teacher Induction/Mentoring

An interactive session of the experiences offered Kahua Induction and Mentoring teachers. The Kahua program is based on culture-based practices and values in relationships, sense of place, growth, huakaʻi, and community mentors.

Kilohana Hirano, Program Manager, Kamehameha Schools
Jarena Pacarro
Makana Garma
Kanani Aton
Paula De Morales
Kuʻualohanui Kauliʻa
________________________________________________________________________
Using Culture-Based EXPERIENCES to Promote Culture-Based EDUCATION: Moenahā Site Program

Moenahā Site Program (MSP) is a three year collaboration between Kamehameha Schools and Hawaiʻi Department of Education designed to enhance teaching and learning through an application of Hawaiian Culture Based pedagogy and practice. This session will highlight lessons learned and program impact over the course of this journey.

Kuʻuleialohapoinaʻole Makua, Program Manager, Kamehameha Schools
Dane Carlson
Jason Franks
Florence Pasion
Kanoe Wilson
________________________________________________________________________
Using Culture-Based EXPERIENCES to promote Culture-Based EDUCATION: Ho’okele Leadership Development

This interactive session will highlight key components of an innovative, new Hawaiian culture-based leadership development program. Ho\’okele offers teacher leaders and school administrators opportunities to address school issues through culture-based experiences, reflection, and dialogue.

Colleen Robinson, Program Manager, Kamehameha Schools
Kuʻualohanui Kauliʻa
Paula De Morales
________________________________________________________________________
Ka Nani o Koʻolau

Through its Ka Nani o Ko‘olau literacy project, Papahana Kuaola is providing learning opportunities focused on the Hawaiian cultural and historic legacy of the Ko‘olau districts of O‘ahu. Culturally rooted place-based learning about the rich mo‘olelo of the Ko‘olau, allows students to increase their understanding of the connection between the ‘āina and Hawaiian culture, traditions, and practices. Discover the process used to identify and select mo‘olelo and develop curriculum materials and illustrations for use in the field and in the classroom by students and teachers. Additional take home materials encourage students to share what they have learned with their ‘ohana.

Marian Leong, Educator
David Akeo
Noelani Lopez
Penny Martin
________________________________________________________________________
No Na Moʻolelo o Hawaii

Papahana Kuaola’s No Nā Mo‘olelo o Hawai‘i project addresses Native Hawaiian students’ need for effective literacy opportunities that are culturally-based and responsive to their learning styles. The project seeks to increase interest in reading through understanding and appreciating traditional Hawaiian literature. Discover how Papahana Kuaola has developed and conducted huaka‘i on O‘ahu, Moloka‘i, and Lāna‘i to support place-based literacy opportunities for students, teachers, and ‘ohana that center on significant sites and mo‘olelo of these mokupuni. Through this project, inaccessible or difficult to reach Moloka‘i sites are being visited virtually, allowing all participants to experience this island’s remote wahi pana.

Penny Martin, Educator
David Akeo
Noelani Lopez
Marian Leong
________________________________________________________________________
Cultural Sensitivity in the Context of Public Health in Hawai`i

Native Hawaiians have historically argued for health management practitioners to adopt a culturally sensitive approach in the context of public health in Hawai`i. The panelists in this workshop will examine a range of issues that consider the ethical and epistemological problems related to public health, such as the legal case of the placenta, nutrition and sports, and health education. Though there are obvious challenges in delivering culturally sensitive health care while also being mindful of public health concerns, the panelists will discuss community-oriented strategies that seek a more balanced perspective. The aim of the panel is to demonstrate the importance of considering cultural concerns in the context of public health.

Celia Bardwell-Jones
Manulani Aluli Meyer
Harald Barkoff
Sarah Marusek
________________________________________________________________________
Advance Your Career with a USC Doctor of Education in Educational Leadership- Offered On-site in Honolulu

Advance your career as an educational leader through USC’s EdD in Educational Leadership program, offered on-site in Honolulu. Learn how you can join the Fall 2015 cohort to become a change agent in Hawai’i’s educational system.

Monique Datta, Assistant (Teaching) Professor of Clinical Education, USC