Culture-based education (CBE), and more specifically Hawaiian culture-based education (HCBE), is a key lever to achieving Kamehameha School’s (KS) Vision 2040 of a thriving lāhui. We believe that HCBE instills confidence and resiliency in Native Hawaiian learners to improve the well-being of the lāhui. An HCBE system engages Native Hawaiian learners to reach positive socio-emotional and academic outcomes. For that reason, KS is committed to creating and promoting an HCBE system where all students, Native Hawaiian learners in particular, will thrive and reach their full potential.
CBE is grounded in the foundational values, norms, knowledge, beliefs, practices, experiences, and language of a(n indigenous) culture. It “places significance on Native language; place-based, and experiential learning, cultural identity; holistic well-being; and personal connections and belonging to family, community, and ancestors” (Alcantara, Keahiolalo, and Peirce, 2016). The literature base for CBE describes five basic elements that comprise this approach: Language, Family & Community, Context, Content, and Data & Accountability.
In HCBE, the five elements of CBE are applied specifically from a Native Hawaiian perspective. For example, HCBE practitioners strive to incorporate ʻŌlelo Hawaiʻi (Hawaiian language) in the classroom and involve family and community in the development of Hawaiian-centered curricula relevant to learners. By sustaining the values, traditions, and language of Hawaiʻi through HCBE, we hope to see Native Hawaiians grow in success and contribute to their communities both locally and globally.
This HCBE collection includes exclusively research-focused resources that explore CBE and HCBE in varying contexts. Users should make their own assessments of the quality of the data from these sources. It is our hope that these resources will support your journey to ʻimi naʻauao, or seek wisdom, that would strengthen the lāhui.
If you would like a research study to be included in this collection, please email us at email@example.com.
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|From a Place Deep Inside: Culturally Appropriate Curriculum as the Emodiment of Navajo-ness in Classroom Pedagogy||Tarajean Yazzie-Mintz||2007||General|
|Culturally Congruent Teaching Strategies: Voices From the Field||Nanette S. Schonleber||2007||General|
|Aloha Counts: Census 2000 special tabulations for Native Hawaiians||Kamehameha Schools||2003||General|
|Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty||Teresa L. McCarty and Tiffany S. Lee||2014||General|
|The Influences of Indigenous Heritage Language Education on Students and Families in a Hawaiian Language Immersion Program||Rebecca J. I. Luning and Lois A. Yamauchi||2010||General|
|Kikī Nā Wai: Swiftly Flowing Streams, Examples of ʻOhana and Community Integration in Culture-Based Education||Brandon Ledward, Brennan Takayama, and Walter Kahumoku, III||2008||General|
|Hawaiian Cultural Influences in Education (HCIE): Culture-Based Education among Hawai‘i Teachers||Brandon Ledward, Brennan Takayama, and Kristin Elia||2009||General|
|Hawaiian Cultural Influences in Education (HCIE): 'Ohana and Community Integration in Culture-Based Education||Brandon Ledward, Brennan Takayama, and Walter Kahumoku, III||2008||General|
|Ho‘opilina Kumu: Culture-Based Education among Hawai‘i Teachers||Brandon Ledward, Brennan Takayama, and Kristin Elia||2009||General|
|Ke Aʻo Hawaiʻi (Critical Elements for Hawaiian Learning): Perceptions of Successful Hawaiian Educators||Alice J. Kawakami and K. Kanani Aton||2001||General|
|Hoʻopilina: The call for cultural relevance in education||Shawn M. Kanaʻiaupuni and Brandon Ledward||2013||General|
|E nānā i ke kumu. A Look at the Teacher: A study of the essential competencies of a Pūnana Leo teacher||Noelani Iokepa-Guerrero||2004||General|