In 1999, Noelani Goodyear-Ka‘ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism.
How, Goodyear-Ka‘ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkableand largely suppressedhistory of Hawaiian popular learning and literacy.
This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural-political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity.
|Publisher:||University of Minnesota Press|
|Series:||First Peoples: New Directions in Indigenous Studies Series|
|Edition description:||New Edition|
|Product dimensions:||5.40(w) x 8.40(h) x 0.90(d)|
About the Author
Noelani Goodyear-Ka‘ōpua is associate professor of political science at the University of Hawai’i at Mānoa. She was a cofounder of the Hālau Kū Māna public charter school and served as a teacher, administrator, and board member at various times during the school's first decade.
Table of Contents
Introduction: Indigenous Education, Settler Colonialism, and Aloha ‘Āina
1. The Emergence of Indigenous Hawaiian Charter Schools
2. Self-Determination within the Limits of No Child Left Behind
3. Rebuilding the Structures that Feed Us: ʻAuwai, Loʻi Kalo, and Kuleana
4. Enlarging Hawaiian Worlds: Waʻa Travels against Currents of Belittlement
5. Creating Mana through Students’ Voices
Conclusion: The Ongoing Need to Restore Indigenous Vessels