Difference between revisions of "Template:Nhsc-v1-128"
| Line 3: | Line 3: | ||
teaching the Hawaiian language at the | teaching the Hawaiian language at the | ||
elementary level. Teachers are | elementary level. Teachers are | ||
| − | native-speaking elders (kupuna) who | + | native-speaking elders (<u>kupuna</u>) who |
are drawn from the community and | are drawn from the community and | ||
trained in classroom management and | trained in classroom management and | ||
| − | instructional techniques. 30/ To | + | instructional techniques. <u>30</u>/ To |
date, the State Department of | date, the State Department of | ||
Education has completed curriculum | Education has completed curriculum | ||
guides for grades kindergarten through | guides for grades kindergarten through | ||
| − | the sixth grade. 31/ | + | the sixth grade. <u>31</u>/ |
| + | |||
The program began in 1980 and | The program began in 1980 and | ||
expanded from 35 schools in 1980-81 to | expanded from 35 schools in 1980-81 to | ||
| − | 82 schools in 1982-83, with kupuna in | + | 82 schools in 1982-83, with <u>kupuna</u> in |
| − | 886 elementary classes. 32/ However, | + | 886 elementary classes. <u>32</u>/ However, |
| − | allocations from | + | 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. | for the past three years, $201,960. | ||
Without more money, the program will | Without more money, the program will | ||
be unable to expand horizontally (to | be unable to expand horizontally (to | ||
mote districts) or vertically (to | mote districts) or vertically (to | ||
| − | higher grade levels). 33/ | + | higher grade levels). <u>33</u>/ |
| + | |||
Many parents and organizations are | Many parents and organizations are | ||
concerned about the lack of an integrated | concerned about the lack of an integrated | ||
| Line 29: | Line 31: | ||
expanding the Hawaiian Studies | expanding the Hawaiian Studies | ||
Program, one person testified that: | 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 | + | |
| − | 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 | 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 | The speaker noted that: in-service | ||
training for teachers is needed so | training for teachers is needed so | ||
that they can effectively use the | 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 | the school population; there is a lack | ||
of money for supplies; there is no | 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 | 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 | + | ===<u>Other Programs</u>=== |
| + | |||
| + | Other educational programs exist in | ||
Hawaii that are directed specifically | Hawaii that are directed specifically | ||
toward native Hawaiians. These | toward native Hawaiians. These | ||
programs are both publicly and | programs are both publicly and | ||
privately financed. | privately financed. | ||
| + | |||
One such program is the Hawaiian | One such program is the Hawaiian | ||
Learning Program at the University of | Learning Program at the University of | ||
| Line 64: | Line 64: | ||
Branch of the National Institute | Branch of the National Institute | ||
of Mental Health. Its purpose is to | of Mental Health. Its purpose is to | ||
| − | help and encourage native Hawaiians | + | help and encourage native Hawaiians to |
become social workers with both | become social workers with both | ||
professional skills and Hawaiian | professional skills and Hawaiian | ||
| Line 70: | Line 70: | ||
training in helping fellow Hawaiians. | training in helping fellow Hawaiians. | ||
Students take courses, work in | Students take courses, work in | ||
| − | + | practicum situations with native | |
Hawaiian clients, families, or school | Hawaiian clients, families, or school | ||
children, and do research. Graduates | children, and do research. Graduates | ||
| Line 76: | Line 76: | ||
for organizations such as Alu Like, | for organizations such as Alu Like, | ||
Inc., and other public and private | 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 | Alu Like, Inc., is a private, nonprofit | ||
organization that works toward | organization that works toward | ||
| Line 94: | Line 95: | ||
and is utilizing the teaching | and is utilizing the teaching | ||
materials elsewhere in the District." | materials elsewhere in the District." | ||
| − | 37/ | + | <u>37</u>/ |
| + | |||
Other Alu Like educational programs | Other Alu Like educational programs | ||
include video presentations for classrooms. | 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 | one elementary school are "attempts to | ||
encourage the use of cultural | encourage the use of cultural | ||
approaches in learning which improve | approaches in learning which improve | ||
{{p|128}} | {{p|128}} | ||
Latest revision as of 04:57, 2 April 2006
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 in 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 to 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 practicum 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
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