Monday, July 16, 2012

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator.  Of course it will take me 4 posts.

Post 1: The honua: building on solid ground

The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'okūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-based curriculum. It is a challenge to content-area teachers to deliver their own content area curriculum through a Hawaiian lens. The National Writing Project (NWP) is a professional development program that is built on the premise of teachers teaching teachers as a self-empowering and sustainable model for furthering the effective practices of teaching writing in all classrooms.  Finally, the geneology of this program, and the strength of the base of this hale comes from the teachers who come into this program with their own moʻokūauhau and their own content-area and classroom skills. In the philosophy of ʻike, Hawaiian knowledge, the concept of nā piko ʻekolu pays homage to our multiple sources of knowing.  The first piko located on your head is the knowledge that comes from the kupuna. This first piko is the source for the honua.
            The honua informs the building of the kahua, the platform of the house and the currents that run through all other interventions. 

Thursday, July 12, 2012

Dissertation Proposal 4 of 4: Timeline

Summer 12 - pre-proposal, lit reviews, submission for B-credit, negotiations for a course (place, time)
Fall 12 - build the course using the village, build in  indigenous, developmental evaluation and sustainability
Spring 13 - submit IRB approvals, paʻa the logic model, recruit teacher leaders
Summer 13 - Alani Summer Institute
Fall 13 - teacher action research and gathering of data
Spring 14 - analyze data, write
Summer 14 - write, collaborate, present

This is a "in an ideal world" timeline that does not take into account the village, the permissions from higher ups, the ability to exist on a non-budget, the recruitment of teachers willing to participate in this work with me, the full time job duties that I already have


the fact that Iʻm supposed to be in 6 or 9 credits worth of my own courses in the Summer of 13 on Oahu when I want to serve my Big Island teachers.

Any suggestions?

Wednesday, July 11, 2012

Dissertation 3 of 4: Research Methods

"From the vantage point of the colonized, a position from which I write, and choose to privilege, the term 'research' is inextricably linked to European imperialism and colonialism. The word itself, 'research,' is probably one of the dirtiest words in the indigenous world's vocabulary." (Tuhiwai Smith, 1999)

Paula Moya, a Chicana researcher says, "identities are fundamental to the process of all knowledge production" (p. 102).  Like Tuhiwai Smith, I must also embrace my identity as a colonized researcher. 

Moya goes on to say that education,  "should not be about merely inculcating status quo values,"  but to reject the status quo as a way to inculcate a "transformative multicultural education" that will educate all learners for democracy and social justice (p. 109).

The Alana Project, starting with this professional development course, which becomes my dissertation action research, sees transformative multicultural education as a hoped for outcome. Therefore, it is impossible to measure indigenous learning and indigenous transformation by using non-indigenous methods.

The master's tools will never dismantle the master's house ~ Audre Lord

As a Native Hawaiian researcher, I cannot take the outsider looking in research position, but to every task must bring my moʻokūʻauhau and my "mana" with me as both researcher and participant (Kahakalau, 2004).

The methodologies I will use are what feel natural to me, less invasive, less colonizing, more Hawaiian:

  • Nānā ka maka; hoʻolohe ka pepeiao; paʻa ka waha. Observe with the eyes, listen with the ears, shut the mouth. Thus one learns (ʻŌlelo Noʻeau, 2268). Observation, as a Hawaiian research methodology is grounded in our proverbs as a way of learning and a way of living. 
  • Nānā i ke kumu. Look to the source. Indigenous knowledge is grounded for Hawaiians in kupuna knowledge. To look forward, to move forward, is to be guided by not just our kupuna, but also our place. This calls for a triangulation of multiple perspectives and multiple viewpoints.
  • Nānā ka maka; hana ka lima. Observe with the eyes, work with the hands (ʻŌlelo Noʻeau, 2267). This methodology calls for the researcher to take an active participation in the community. It is not pono to sit around and take notes, but through the act of working alongside others, the talk story will flow when hands are busy. This idea of talk story is a more natural fit than a survey, and reveals much even within its more casual constructs.

Tuesday, July 10, 2012

Professional Practice Dissertation Pre-Proposal 2 of 4

Honua - Land, earth, world; background, as of quilt designs; basic, at the foundation, fundamental (Pukui, Elbert, Hawaiian Dictionary)

Honua is what we start with. It is the solid foundation on which we build our own project. Honua is also the prior knowledge and experience that we all bring to this community of learners. What each participant brings to this community is their own personal sovereignty. We value the unique skills and talents that are inherent in each individual.

The foundational work that comes before us are the key ingredients from the previous post (Chopped All Stars). The ho'o kahua is the structure that we build on this solid foundation. 

This post is a mini shed to house a part of the literature review section that informs the Alana Culture Based Education Project (yes, I have a name now and an intentional design).  

Culture-based practices: Why this? Why now?
"Indigenous culture-based educational strategies suggest promise where other Western culture-based strategies have failed in reducing educational disparities between indigenous students and their peers and in promoting positive and successful outcomes among indigenous students" (Kana'iaupuni, 2007).
  • A Brief Overview of Culture-Based Education and Annotated Bibliography (Kana'iaupuni, 2007) - this brief report answers the question of why culture-based education and what do we need to understand it better. It also includes a comprehensive annotated bibliography that informs her own research.
  • Culture-Based Education and its Relationship to Student Outcomes (Kana'iaupuni, Ledward, Jensen, 2010) this study looks at HCIE (Hawaiian cultural influences in education) and defines culture-based education (CBE) from a Hawaiian perspective. It also provides a theoretical model of what CBE looks like in the classroom and quantative data on student outcomes
  • E Lauhoe Mai Nā Waʻa: Toward a Hawaiian Indigenous Education Teaching Framework (Kanaʻiaupuni, Kawaiʻaeʻa, 2008) Spells out key components of CBE and gives me specific direction on where my own project could fit in this community of research. 
  • Reframing Evaluation: Defining an Indigenous Evaluation Framework (LaFrance, Nichols, 2010) defines a way to include indigenous evaluation in the development stage of the program as a way to build in sustainability.
Moenahā: Why this? Why now?
Moenahā (based on Bernice McCarthy's 4Mat) is an indigenous-based instructional framework that builds on the traditional Hawaiian learning continuum: hoʻolohe, hoʻopili, hoʻohana, hoʻopuka. It is an intentional process to teach the way our kupuna taught.

  • Teacher Responses to Participation in Hawaii's Kahua Induction Program (Thigpen, 2011) This dissertation looks at 9 West Hawaiʻi teachers that were new to Hawaiʻi or new to the system and participated in the Kahua new teacher induction program. Moenahā was used as their unit planning framework.
  • McCarthy's 4Mat Approach to Learning (Lahaie, 2006) - 4Mat is the foundation for moenahā, a collaboration between McCarthy and Kawaiʻaeʻa
National Writing Project Summer Institute Framework as a model for this course: Why?
As a former Hawaii Writing Project teacher consultant, a Lehua Writing Project co-director and a National Writing Project mentor to the South Africa Writing Project, this framework for professional development is a proven formula. I trust in the magic of the components. 
  • Research Brief: Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement (2010). This data can be used to highlight ways to show student impact because of this professional development.
  • Invitational Summer Institute monographs - written by different sites to talk about the power of their own summer institutes in transforming teachers.
Teaching Standards, Curriculum and Assessment through an Indigenous Perspective (Kahumoku, Kaiwi, 2006) - used as a model for teachers to do the same within their own curriculum and content

Articulation of the mission: (my thinking so far)

The Alana Culture-Based Education Project is a grass roots collaborative community initiative to grow educators who practice culture-based educational practices and teach their standards, assessment and content through a Hawaiian world view as a way to impact student learning. The Alani teachers develop positive self-esteem and clarify their values on which to build sustainable teacher leaders in their community.

Mahalo for joining me on this journey. If you have questions, connections, confusions, please respond to this blog as a way to help me. 

Monday, July 09, 2012

Professional Practice Dissertation Pre-Proposal, Part 1 of 4

My dissertation proposal as a culture-based education (CBE) version of Chopped All-Stars

Please indulge my need for metaphors and analogies to make sense of my world. This is Part 1 of  4 blog posts to clarify my thinking on my proposed dissertation topic. 

How will this study work?

  • Gather strong chefs, leaders and innovators in their own right and challenge them to create synergistic culinary masterpieces in the CBE Project, a professional development program.
  • change chef to teacher; change culinary masterpieces to culture-based education-infused practices and curriculum

The parameters: 
  • time (Kamehameha Hawaiʻi 4-week course with deadlines for teachers' own action research and learning portfolio to follow)
  • key ingredients (CBE practices, moenahā framework, makawalu,  and the  National Writing Project program model)
  • the course (teachers' own content area and current curriculum)
The question:
  • How does this PD impact teaching?
    • How does this PD help teachers to transform their own curriculum and practices through a Hawaiian worldview?
    •  What impact does it make on their identity as a teacher in a Hawaiian school?
Why this? Why now?

At the state, national, and international levels, indigenous culture-based educational strategies suggest promise where other Western culture-based strategies have failed in reducing educational disparities between indigenous students and their peers and in promoting positive and successful outcomes among indigenous students (Kanaʻiaupuni, 2007). 

If I have seen further,  it is by standing on the shoulders of giants 

Wednesday, July 04, 2012

Intrinsic Motivation

I have sat in on leadership meetings where we talk about extrinsic motivators for positive student behavior. When students are asked, "what would motivate you to do your homework, tuck in your shirt, not chew gum in school. . .?" students have answers, from the far fetched to the practical. Homework passes, free dress day (if uniforms are the norm), pizza party (or other food incentives), pool day, inflatables, etc.

Sound familiar? We are trying to incentivize challenging tasks for the 13 year old who is in a hormonal battle that tops the cognitive/logical battle.

I know I will sit in on more of these types of meetings, and I will be as professional as possible and "watch my face," but really, it's not going to work. Dan Pink's point on this TED talk is that science has found that the more challenging the task, the less people are affected by extrinsic motivators.

In fact, the more incentive offered, the lower the performance.

Dan Pink's TED talk on motivation

The question is what do you want to learn? What do you want to master? What matters to you? What is important/interesting to you? If you were given the autonomy to learn anything or get better at anything, what would you want to do?

Those are better intrinsic motivation questions, but are we brave enough in the schools to ask the questions that are really important?