Skip to main content

Day 7 Sacred Reading: Reverberations


Source:
Ah Nee-Benham, M. (2016). From the Dean. In K. R. Oliveira & E. K. Wright (Eds.), Kanaka ʻōiwi methodologies (pp. vii-viii). Honolulu, HI: University of Hawaii Press.

What is Sacred
This is a two-page introduction to a book I am reading every day until I am done, but I am reading this because Maenette Ah Nee-Benham's name keeps coming up this month in different conversations so I am following some of her writing and she is currently the dean for Hawaiʻinuiākea School of Hawaiian Knowledge at Mānoa, but there are rumors that she is on a short list for something closer to me. I last wrote about her on Day 4, again just an introduction. I hope I am not following a pattern here. 

the authors contributing to this book have intentionally engaged in learning, exploring, and teaching through stories. This very courageous act of framing and articulating knowledge regenerates ritual (knowledge and wisdom of ceremony), responsibility (role and obligation), and reciprocity (the vibrant action of indigenous education that sustains legacy). 

Kanaka ʻōiwi methodologies: moʻolelo and metaphor speaks to the importance of moʻokūʻauhau as the grounding force of our ontological pathways to the power of moʻolelo as the source of spiritual wisdom, and to the leo of our kūpuna that calls us to action. 
Connection to current/future work:

I am not trying to be unique in my thinking. This is not a competition for individual knowledge, or at least I think it is not. What I want is to be true to what reverberates within me, and it is so nice to find that others are reverberating to the same frequency. The last block quote reverberates with my own dissertation, "the importance of moʻokūʻauhau (genealogy) as the grounding force of our ontological pathways to the power of moʻolelo (lineage of stories) as the source of spiritual wisdom, and to the leo (voice) of our kūpuna (elders) that calls us to action (conscientization)."  ʻAmene, ʻamene, ʻamene.

I also love the phrase "courageous act of framing," and I continue to look for a space to share my moʻo dissertation frame, not as an answer to the 5-chapter dissertation but more as a dialogue starter for more Hawaiian authentic dissertations frames. This kind of work takes courage to face scrutiny and judgment, but I need to keep trying and realize that I keep working in order to regenerate ritual, live my kuleana (obligation) and reciprocity as the only way to make this work sustainable beyond us.
 



Comments

Popular posts from this blog

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'ok ūauhau, 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-b

Tech Tools to Support Formative Assessment in the Classroom

  Source:  Dyer, K. (Jan. 31, 2019). 75 digital tools and apps teachers can use to support formative assessment. NWEA blog . What is sacred: Normally, when I read an article that I am going to use for class, I highlight citations that are sacred, but this is a different type of article, so what I wanted to do was keep track of apps that I tried in class or am trying and use Dyer's own lens to talk about worth and value in my own classroom. I cannot do 75. I will do 5. Her criteria: S upports formative instructional strategies and ways to activate learners to be resources for themselves and peers Is free or awful close to it (under $10 per year, where possible) When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) 1. Flipgrid  allows you, students, families to do a video response (from 15 seconds to now 10 minutes - I love a good upgrade). New in 2020 besides the added time - it used to be maxed at 5 minutes - is the a

Visual Synectics Strategy: Beyond the Icebreaker

To get professional conversations going, one strategy is the visual synectics strategy. The purpose is to select a visual and generate comparisons as a way to foster professional conversations within the table. Our visual options were: Martin Luther King Jr., Dorothy Gale from The Wizard of Oz , Peter Falk from Columbo , Michael Jordan, Winston Churchill, Oprah Winfrey. The cloze passage for the day was: Learning with other professional educators is like_______________ because_______________. Our tongue in cheek response: Learning with other professional educators is like Dorothy because sometimes we need to realize that we're just not in Kansas anymore, embrace the change, learn through the process, and only then can we find our way back home. Why is this strategy  better than an icebreaker? It's not busy work. It guides participants to start thinking as a professional. It's not personal. The word icebreaker connotes that there is ice to be broken. People