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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|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|
|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|
|Ho‘omau i nā ōpio: Field-test findings of the nā ‘ōpio: Youth development and assessment survey||Katherine Tibbets, Shawna Medeiros, and Jacqueline Ng-Osorio||2009||K-12|
|Hoʻomau i nā ʻŌpio Field-Test Findings from the 2008 Pilot-Test of the Nā ʻŌpio Youth Development and Assests Survey||Katherine Tibbets and Shawna Medeiros||2008||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|
|Hawaiian Cultural Influences in Education (HCIE): School Engagement among Hawaiian Students||Brennan Takayama and Brandon Ledward||2009||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|
|Culturally Based Math Education as a Way to Improve Alaska Native Students’ Math Performance||Jerry Lipka and Barbara Adams||2004||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|
|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|
|A Native Hawaiian Focus on the Hawaiʻi Public School System, SY2015||Office of Hawaiian Affairs||2017||K-12|
|Hawaiian Cultural Influences in Education (HCIE): Community Attachment and Giveback among Hawaiian Students||Brandon Ledward and Brennan Takayama||2009||K-12|
|Culture-Based Education and Its Relationship to Student Outcomes||Shawn M. Kanaʻiaupuni, Brandon Ledward, and ʻUmi Jensen||2013||K-12|
|Hawaiʻi Charter Schools: Initial Trends and Select Outcomes for Native Hawaiian Students||Shawn M. Kanaʻiaupuni and Koren Ishibashi||2005||K-12|
|Left Behind? The Status of Hawaiian Students in Hawaiʻi Public School||Shawn M. Kanaʻiaupuni and Koren Ishibashi||2003||K-12|
|He Pūkoʻa Kani ʻĀina: Mapping Student Growth in Hawaiian-Focused Charter School||Shawn M. Kanaʻiaupuni||2008||K-12|
|Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature||Angelina E. Castagno and Bryan McKinley Jones Brayboy||2008||K-12|