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.
Search our collection using the filters below to narrow results. You may select multiple filters.
|Mohala i ka wai: Cultural Advantage as a Framework for Indigenous Culture-Based Education and Student Outcomes||Shawn M. Kanaiaupuni, Brandon Ledward, and Nolan Malone||2017||K-12|
|Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement||Mark J. Van Ryzin and Claudia G. Vincent||2017||K-12|
|From a Place Deep Inside: Culturally Appropriate Curriculum as the Emodiment of Navajo-ness in Classroom Pedagogy||Tarajean Yazzie-Mintz||2007||General|
|Family Involvement in a Hawaiian Language Immersion Program||Lois A. Yamauchi, Jo-Anne Lau-Smith, and Rebecca J.I. Luning||2008||K-12|
|Making Meaning: Connecting School to Hawaiian Students' Lives||Lois A. Yamauchi, Tasha R. Wyatt, and Alice H. Taum||2005||K-12|
|Education with Aloha and Student Assets||Katherine Tibbets, Kū Kahakalau, and Zanette Johnson||2007||K-12|
|Education and Native Hawaiian Children: Revisiting KEEP||Roland G. Tharp, Cathie Jordan, Gisela E. Speidel, Kathryn Hu-Pei Au, Thomas W. Klein, Roderick P. Calkin, Kim C.M. Sloat, and Ronald Gallimore||2007||K-12|
|Academic Achievement Across School Types in Hawaiʻi: Outcomes for Hawaiian and non-Hawaiian students in conventional public schools, western-focused charters, and Hawaiian language and culture-based schools||Brennan Takayama||2008||K-12|
|Kū i Ke Ao: Hawaiian Cultural Identity and Student Progress at Kamehameha Elementary School||Robert Holoua Stender||2010||K-12|
|Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup'ik Cultural Setting in Alaska||Robert J. Sternberg, Jerry Lipka, Tina Newman, Sandra Wildfeuer, and Elena L. Grigorenko||2005||K-12|
|Culturally Congruent Teaching Strategies: Voices From the Field||Nanette S. Schonleber||2007||General|
|Constant Perimeter, Varying Area: A Case Study of Teaching and Learning Mathematics to Design a Fish Rack||Anthony Rickard||2005||K-12|
|An Exploratory Study of Cultural Identity and Culture-Based Educational Program for Urban American Indian Students||Kristin M. Powers||2006||K-12|
|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|
|The Effects of a Hawaiian Language Immersion Program on Student and Family Development||Rebecca J.I. Luning||2007||K-12|
|Ke Aʻo Hawaiʻi (Critical Elements for Hawaiian Learning): Perceptions of Successful Hawaiian Educators||Alice J. Kawakami and K. Kanani Aton||2001||General|
|Culture-Based Education and Its Relationship to Student Outcomes||Shawn M. Kanaʻiaupuni, Brandon Ledward, and ʻUmi Jensen||2013||K-12|
|He Pūkoʻa Kani ʻĀina: Mapping Student Growth in Hawaiian-Focused Charter School||Shawn M. Kanaʻiaupuni||2008||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|