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Ma ka hana ka 'ike: Implementing Culturally Responsive Educational Practices.
Brooke Ward Taira1, Summer P Maunakea1
1Department of Curriculum Studies, University of Hawai'i at Mānoa College of Education, Honolulu, Hawai'i USA.
Behavior and Social Issues
|April 16, 2024
Summary
This study explores culturally responsive teaching in Hawai'i, highlighting how educators' experiences shape a place-based graduate program. Findings offer actionable examples for transforming education for marginalized communities through cultural practices.
Area of Science:
- Education
- Sociology
- Cultural Studies
Background:
- Culturally responsive practices are crucial for educational equity.
- Place-based education and sustainability initiatives are gaining traction.
- Understanding the role of educators (kumu) in shaping programs is vital.
Purpose of the Study:
- To explore culturally responsive practices of five educators in Hawai'i.
- To examine how educator experiences influence a place-based resilience and sustainability graduate program.
- To identify actionable examples of responsive educational approaches.
Main Methods:
- Qualitative storytelling methodology.
- Case study approach focusing on five educators.
- Analysis of experiences within a graduate certificate program at the University of Hawai'i at Mānoa.
Main Results:
- Educators' experiences as kumu (teachers) significantly shape the graduate program.
- The program, in turn, influences and is influenced by the kumu's expertise.
- Actionable examples of culturally rooted, place-based, and community-centered educational practices were identified.
Conclusions:
- Culturally responsive practices rooted in local context can transform education.
- Place-based resilience and sustainability programs can be effectively shaped by indigenous knowledge.
- These approaches offer a model for supporting historically marginalized students and communities.
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