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 firstname.lastname@example.org.
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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|
|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|
|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|
|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|
|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|
|Hoʻopilina: The call for cultural relevance in education||Shawn M. Kanaʻiaupuni and Brandon Ledward||2013||General|
|Culture-Based Education and Its Relationship to Student Outcomes||Shawn M. Kanaʻiaupuni, Brandon Ledward, and ʻUmi Jensen||2013||K-12|
|E Lauhoe mai nā wa‘a: Toward a Hawaiian indigenous education teaching framework||Shawn M. Kanaʻiaupuni and Keiki Kawaiʻaeʻa||2008||General|
|He Pūkoʻa Kani ʻĀina: Mapping Student Growth in Hawaiian-Focused Charter School||Shawn M. Kanaʻiaupuni||2008||K-12|
|Hawaiian Cultural Connectedness: HCC Survey and Its Uses||Kamehameha Schools||2009||K-12|
|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|
|Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature||Angelina E. Castagno and Bryan McKinley Jones Brayboy||2008||K-12|
|Measuring Native Hawaiian Leadership Among Graduates of Native Hawaiian Charter Schools||Amelia Rachel Hokule‘a Borofsky||2010||Adulthood|
|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|