Jennifer Wada at 11:57, 2 April 2006

2006-04-02T11:57:50Z

Jennifer Wada at 10:13, 8 March 2006

2006-03-08T10:13:16Z

New page

Approximately 30 percent of the
program's effort has been devoted to
teaching the Hawaiian language at the
elementary level. Teachers are
native-speaking elders (kupuna) who
are drawn from the community and
trained in classroom management and
instructional techniques. 30/ To
date, the State Department of
Education has completed curriculum
guides for grades kindergarten through
the sixth grade. 31/
The program began in 1980 and
expanded from 35 schools in 1980-81 to
82 schools in 1982-83, with kupuna in
886 elementary classes. 32/ However,
allocations from .the State Legislature
for kupuna salaries have been the same
for the past three years, $201,960.
Without more money, the program will
be unable to expand horizontally (to
mote districts) or vertically (to
higher grade levels). 33/
Many parents and organizations are
concerned about the lack of an integrated
Hawaiian education program in
the public schools. For example,
during a public hearing in Hawaii on
expanding the Hawaiian Studies
Program, one person testified that:
We believe that the Hawaiian
Studies program should not be an
isolated "unit" taught at certain
times in a child's school career,
but rather should be an on-going
integration of cultural concepts,
knowledge, history, and language
into the "regular" curriculum. 34/
Concerns were also voiced about the
use of kupuna in the present program.
The speaker noted that: in-service
training for teachers is needed so
that they can effectively use the
contribution of the kupuna; the number
of kupuna per school do not reflect
the school population; there is a lack
of money for supplies; there is no
clear understanding of how kupuna are
assigned to classrooms; and there is
inadequate in-servicing for the kupuna
themselves. 35/
Other Programs
Other educational programs exist ii
Hawaii that are directed specifically
toward native Hawaiians. These
programs are both publicly and
privately financed.
One such program is the Hawaiian
Learning Program at the University of
Hawaii School of Social Work. This
undergraduate and graduate training
program has been federally-funded for
five years by the Social Work Education
Branch of the National Institute
of Mental Health. Its purpose is to
help and encourage native Hawaiians tc
become social workers with both
professional skills and Hawaiian
cultural values as a base for their
training in helping fellow Hawaiians.
Students take courses, work in
practicura situations with native
Hawaiian clients, families, or school
children, and do research. Graduates
of the program have gone on to work
for organizations such as Alu Like,
Inc., and other public and private
social agencies in Hawaii. 36/
Alu Like, Inc., is a private, nonprofit
organization that works toward
native Hawaiian economic and social
self-sufficiency. In 1978, Alu Like
initiated a pilot project in
conjunction with the Haleiwa
Elementary School, the Department of
Education Central District, and the
Waialua Community Parent's Group. The
project focused on teaching basics to
all students through Hawaiian cultural
concepts. Alu Like reports that "the
impact has been significant, and the
District has incorporated the concept
into its regular program at Haleiwa
and is utilizing the teaching
materials elsewhere in the District."
37/
Other Alu Like educational programs
include video presentations for classrooms.
Presentations on Ohana in the
Family and Ohana in the Classroom at
one elementary school are "attempts to
encourage the use of cultural
approaches in learning which improve
{{p|128}}

@@ Line 3: / Line 3: @@
 teaching the Hawaiian language at the
 elementary level. Teachers are
-native-speaking elders (kupuna) who
+native-speaking elders (<u>kupuna</u>) who
 are drawn from the community and
 trained in classroom management and
-instructional techniques. 30/ To
+instructional techniques. <u>30</u>/ To
 date, the State Department of
 Education has completed curriculum
 guides for grades kindergarten through
-the sixth grade. 31/
+the sixth grade. <u>31</u>/
 The program began in 1980 and
 expanded from 35 schools in 1980-81 to
-schools in 1982-83, with kupuna in
+schools in 1982-83, with <u>kupuna</u> in
-elementary classes. 32/ However,
+elementary classes. <u>32</u>/ However,
-allocations from .the State Legislature
+allocations from the State Legislature
-for kupuna salaries have been the same
+for <u>kupuna</u> salaries have been the same
 for the past three years, $201,960.
 Without more money, the program will
 be unable to expand horizontally (to
 mote districts) or vertically (to
-higher grade levels). 33/
+higher grade levels). <u>33</u>/
 Many parents and organizations are
 concerned about the lack of an integrated
@@ Line 29: / Line 31: @@
 expanding the Hawaiian Studies
 Program, one person testified that:
 We believe that the Hawaiian
-Studies program should not be an
+:We believe that the Hawaiian Studies program should not be an isolated "unit" taught at certain times in a child's school career, but rather should be an on-going integration of cultural concepts, knowledge, history, and language into the "regular" curriculum. <u>34</u>/
 isolated "unit" taught at certain
 Concerns were also voiced about the
-use of kupuna in the present program.
+use of <u>kupuna</u> in the present program.
 The speaker noted that: in-service
 training for teachers is needed so
 that they can effectively use the
-contribution of the kupuna; the number
+contribution of the <u>kupuna</u>; the number
-of kupuna per school do not reflect
+of <u>kupuna</u> per school do not reflect
 the school population; there is a lack
 of money for supplies; there is no
-clear understanding of how kupuna are
+clear understanding of how <u>kupuna</u> are
 assigned to classrooms; and there is
-inadequate in-servicing for the kupuna
+inadequate in-servicing for the <u>kupuna</u>
-themselves. 35/
+themselves. <u>35</u>/
 Other Programs
-Other educational programs exist ii
+===<u>Other Programs</u>===
 Hawaii that are directed specifically
 toward native Hawaiians. These
 programs are both publicly and
 privately financed.
 One such program is the Hawaiian
 Learning Program at the University of
@@ Line 64: / Line 64: @@
 Branch of the National Institute
 of Mental Health. Its purpose is to
-help and encourage native Hawaiians tc
+help and encourage native Hawaiians to
 become social workers with both
 professional skills and Hawaiian
@@ Line 70: / Line 70: @@
 training in helping fellow Hawaiians.
 Students take courses, work in
-practicura situations with native
+practicum situations with native
 Hawaiian clients, families, or school
 children, and do research. Graduates
@@ Line 76: / Line 76: @@
 for organizations such as Alu Like,
 Inc., and other public and private
-social agencies in Hawaii. 36/
+social agencies in Hawaii. <u>36</u>/
 Alu Like, Inc., is a private, nonprofit
 organization that works toward
@@ Line 94: / Line 95: @@
 and is utilizing the teaching
 materials elsewhere in the District."
-/
+<u>37</u>/
 Other Alu Like educational programs
 include video presentations for classrooms.
-Presentations on Ohana in the
+Presentations on <u>Ohana in the
-Family and Ohana in the Classroom at
+Family and Ohana in the Classroom</u> at
 one elementary school are "attempts to
 encourage the use of cultural
 approaches in learning which improve
 {{p|128}}

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Jennifer Wada at 11:57, 2 April 2006

Jennifer Wada at 10:13, 8 March 2006