Voices Of Social Justice And Diversity In A Hawai I Context

[RETRACTED] This book offers collective and individual voices of grandparents and grandchildren of diverse backgrounds who live in Hawaii. Its focus is on the significant roles grandparents’ and family members’ legacies play in promoting social justice and the well-being of all.

This book offers collective and individual voices of grandparents and grandchildren of diverse backgrounds who live in Hawaii. Its focus is on the significant roles grandparents' and family members' legacies play in promoting social justice and the well-being of all.

When the USS Maine mysteriously exploded in Havana’s harbor on February 15, 1898, the United States joined local rebel forces to avenge the Maine and “liberate” Cuba from the Spanish empire. “Remember the Maine! To Hell with Spain!” So went the popular slogan. Little did the Cubans know that the United States was not going to give them freedom—in less than a year the American flag replaced the Spanish flag over the various island colonies of Cuba, Guam, Puerto Rico, and the Philippines. Spurred by military successes and dreams of an island empire, the US annexed Hawai‘i that same year, even establishing island colonies throughout Micronesia and the Antilles. With the new governmental orders of creating new art, architecture, monuments, and infrastructure from the United States, the island cultures of the Caribbean and Pacific were now caught in a strategic scope of a growing imperial power. These spatial and visual objects created a visible confrontation between local indigenous, African, Asian, Spanish, and US imperial expressions. These material and visual histories often go unacknowledged, but serve as uncomplicated “proof” for the visible confrontation between the US and the new island territories. The essays in this volume contribute to an important art-historical, visual cultural, architectural, and materialist critique of a growing body of scholarship on the US Empire and the War of 1898. Imperial Islands seeks to reimagine the history and cultural politics of art, architecture, and visual experience in the US insular context. The authors of this volume propose a new direction of visual culture and spatial experience through nuanced terrains for writing, envisioning, and revising US-American, Caribbean, and Pacific histories. These original essays address the role of art and architecture in expressions of state power; racialized and gendered representations of the United States and its island colonies; and forms of resistance to US cultural presence. Featuring interdisciplinary approaches, Imperial Islands offers readers a new way of learning the ongoing significance of vision and experience in the US empire today, particularly for Caribbean, Latinx, Pilipinx, and Pacific Island communities.

This comprehensive educational history of public schools in Hawai'i shows and analyzes how dominant cultural and educational policy have affected the education experiences of Native Hawaiians. Drawing on institutional theory as a scholarly lens, the authors focus on four historical cases representing over 150 years of contact with the West. They carefully link historical events, significant people, educational policy, and law to cultural and social consequences for Native Hawaiian children and youth. The authors argue that since the early 1800s, educational policy in Hawai'i emphasizing efficiency has resulted in institutional structures that have degenerated Hawaiian culture, self-image, and sovereignty. Native Hawaiians have often been denied equal access to quality schools and resulting increased economic and social status. These policies were often overtly, or covertly, racist and reflected wider cultural views prevalent across the United States regarding the assimilation of groups into the American mainstream culture. The case of education in Hawai'i is used to initiate a broader discussion of similar historical trends in assimilating children of different backgrounds into the American system of education. The scholarly analysis presented in this book draws out historical, political, cultural, and organizational implications that can be employed to understand other Native and non-Native contexts. Given the increasing cultural diversity of the United States and the perceived failure of the American educational system in light of these changes, this book provides an exceptionally appropriate starting point to begin a discussion about past, present, and future schooling for our nation's children. Because it is written and comes from a Native perspective, the value of the "insider" view is illuminated. This underlying reminder of the Native eye is woven throughout the book in Ha'awina No'ono'o--the sharing of thoughts from the Native Hawaiian author. With its primary focus on the education of native groups, this book is an extraordinary and useful work for scholars, thoughtful practitioners, policymakers, and those interested in Hawai'i, Hawaiian education, and educational policy and theory.

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.

"The central goal of Women in Hawai'i [is] to give voice to the voiceless, as well as to remind the reader of the usurpers, land-thieves and pawnbrokers who have kept these voices silent for too long. . . . The book's collaborators have succeeded magnificently." --Honolulu Weekly

There is growing pressure on teachers and faculty to understand and adopt best practices to work with diverse races, cultures, and languages in modern classrooms. Establishing sound pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners and help their learners to become successful global citizens. The Handbook of Research on Diversity and Social Justice in Higher Education is a cutting-edge research book that examines cross-cultural perspectives, challenges, and opportunities pertaining to advancing diversity and social justice in higher education. Furthermore, the book explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge through appropriate diversity education models as well as effective social justice practices. Highlighting a range of topics such as cultural taxation, intercultural engagement, and teacher preparation, this book is essential for teachers, faculty, academicians, researchers, administrators, policymakers, and students.

The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society – on their teaching and in the students’ learning.