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|
|Making Meaning: Connecting School to Hawaiian Students' Lives||Lois A. Yamauchi, Tasha R. Wyatt, and Alice H. Taum||2005||K-12|
|Culturally Congruent Teaching Strategies: Voices From the Field||Nanette S. Schonleber||2007||General|
|Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty||Teresa L. McCarty and Tiffany S. Lee||2014||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|
|Ke Aʻo Hawaiʻi (Critical Elements for Hawaiian Learning): Perceptions of Successful Hawaiian Educators||Alice J. Kawakami and K. Kanani Aton||2001||General|
|The Development of an Inventory of Exemplary Hawaiian Leadership Behaviors||Guy Kaulukukui and Daniel Nahoʻopiʻi||2008||General|
|E Lauhoe mai nā wa‘a: Toward a Hawaiian indigenous education teaching framework||Shawn M. Kanaʻiaupuni and Keiki Kawaiʻaeʻa||2008||General|
|Hawaiian Cultural Connectedness: HCC Survey and Its Uses||Kamehameha Schools||2009||K-12|
|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|
|Psychometric Properties of the Hawaiian Culture Scale - Adolescent Version||Earl Hishinuma, Naleen Andrade, Ronal Johnson, John McArdle, Robin Miyamoto, Linda Nahulu George Makini, Noelle Yuen, Stephanie Nishimura, John McDermott, Jane Waldron, Kenneth Luke, and Alayne Yates||2000||K-12|
|Initial psychometric validation of he ana mana‘o o nā mo‘omeheu Hawai‘i: A Hawaiian ethnocultural inventory (HEI) of cultural practices||Kamanaʻopono Crabbe||2002||General|
|Improving the Practice of Evaluation Through Indigenous Values and Methods: Decolonizing Evaluation Practice-Returning the Gaze from Hawaiʻi to Aotearoa||Alice J. Kawakami, Kanani Aton, Fiona Cram, Morris K. Lai, and Laurie Porima||2007||General|