Skip to main content

When I am Weary



When I am weary,

I remember a picture of my grandmother, Mary Uilani Kaumeheiwa Sodetani.

She is sitting on the puʻunene with her feet up 

Her long legs stretched out toward the ʻAuʻau Channel

Her blue bandana

Her long, brown arms clasped gently around her stomach

Her eyes looking into her beloved yard.

Once as a young child, after some nasty comments my grandfather said to her,

and after his swearing that stuck out to my young ears 

as sounding very much like the way my father talked to my mother,

I asked grandma, "why do you let him talk to you like that?"

Her eyes were tearless, steady. She looked at me and the sides of her eyes crinkled

and her mouth, in the side smirk said, 

"I just let it go one ear, and come out the other."

I thought as a kid it was a way of forgetting. As she stared into her yard in that picture, I always thought it was what Sandra Cisneros described in House on Mango Street, "My Name,"

She looked out the window her whole life, the way so many women sit their sadness on an elbow.

But thinking about it 50 years later. It is not about forgetting, or even sadness. 

It is none of that. 

What that means to me now is more about  healing my naʻau

protecting it from any sadness, grief, violence.

Tutu and I, we come from generations of abuse,

but she  did not buckle or let it crush her. She would say we are not victims.


Unlike other long married couples I see who end up in different bedrooms,

my grandparents continued to hold on to each other in their same bedroom

for the rest of her life.

She passed peacefully in the same bed with my grandfather by her side 

holding her hand. 

That kind of love does not have time for weariness or holding on

instead of going to empty, letting it come in one ear and go out the other.

When I get weary, 

I go to that place of emptiness and quiet contemplation.

I look out at the ʻāina that feeds my soul.

I go to the shore or into the water, not to swim or surf,

but to float with my face skyward

watching the clouds drift over.

Mostly, I remember Tutu ma who would not waiver in her conviction to aloha ʻaina

to be the feeder of her family

spiritual but not religious

loving and stern

I going pinch you but I going hug you more hard 

We acknowledge the violence

But let it come through and out of us without sitting in it

It is our own form of resistance

She teaches me always, over and over again,

Do not bow down to the pain,

these words cannot bend your back

these stings cannot break our spirit

E kū, e kū, e kū forever and forever

let it be so. 



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

5 things that teachers do when they are in all-day workshops

1. Listen attentively for 10 minutes Presenters: welcome to your worst teaching nightmare. Teachers learn how to be antsy from their students. If you have a lot of middle school teachers, expect them to act like middle schoolers, ADHD disorders and all. You have 10 minutes to hook us and we want to get up, move and be active every half hour. 2. Talk to our neighbor while the presenter is still talking This practice is a natural way for teachers to use each other as a sounding board for the connections they are making to their own teaching (or they're just gossiping). If you can't tell the difference between productive noise and idle gossip, you need to go back to the classroom and practice. 3. Text and read posts When speakers talk about another author, or another concept, we get on our smart phones and look up the links so we can expand our knowledge immediately. (Or we're blogging or catching up on our email). Don't be offended. Only kick us out if we don't realiz

The Last Teacher

  6/4/24 Anna's last day was Friday, May 31, 2024 She collected all of her gifts and notes from her students Took pictures with her seniors who she had as freshmen four years ago Turned in her keys and walked away from her Georgia classroom made up of predominantly  black and brown students  who needed her to stay. She is not (really) leaving because of the constant shift of politics/policies/procedures of her school district She survived that. She is not (really) leaving because she suddenly lost her colleague and mentor last year, her marigold. She survived that. She is not (really) leaving because of the overwhelming needs of her students  Who continue to need her even after they have left her class.  She did this tearfully because she was both too empty and too full to stay another year. She is going to graduate school for counseling in the fall Her next dream is to do horse therapy for children and young adults. She sees this as a failure on her part.  She could not stay in th