Waimea Summer

This groundbreaking study of a little-explored branch of American literature both chronicles and reinterprets the variety of patterns found within Hawaii’s pastoral and heroic literary traditions, and is unprecedented in its scope and theme. As a literary history, it covers two centuries of Hawaii’s culture since the arrival of Captain James Cookin 1778. Its approach is multicultural, representing the spectrum of native Hawaiian, colonial, tourist, and polyethnic local literatures. Explicit historical, social, political, and linguistic context of Hawaii, as well as literary theory, inform Stephen Sumida’s analyses and explications of texts, which in turn reinterpret the nonfictional contexts themselves. These “texts” include poems, song lyrics, novels and short fiction, drama and oral traditions that epitomize cultural milieus and sensibilities. Hawaii’s rich literary tradition begins with ancient Polynesian chant and encompasses the compelling novels of O.A. Bushnell, Shelley Ota, Kazuo Miyamoto, Milton Marayama, and John Dominis Holt; the stories of Patsy Saiki and Darrell Lum; the dramas of Aldyth Morris; the poetry of Cathy Song, Erick Chock, Jody Manabe, Wing Tek Lum, and others of the contemporary “Bamboo Ridge” group; Hawaiian songs and poetry, or mele; and works written by visitors from outside the islands, such as the journals of Captain Cook and the prose fiction of Herman Melville, James Fenimore Cooper, Mark Twain, and James Michener. Sumida discusses the renewed enthusiasm for native Hawaiian culture and the controversies over Hawaii’s vernacular pidgins and creoles. His achievement in developing a functional and accessible critical and intellectual framework for analyzing this diverse material is remarkable, and his engaging and perceptive analysis of these works invites the reader to explore further in the literature itself and to reconsider the present and future direction of Hawaii’s writers.

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

Archiving Settler Colonialism: Culture, Race, and Space brings together 15 essays from across the globe, to capture a moment in settler colonial studies that turns increasingly towards new cultural archives for settler colonial research. Essays on hitherto under-examined materials—including postage stamps, musical scores, urban parks, and psychiatric records—reflect on how cultural texts archive moments of settler self-fashioning. Archiving Settler Colonialism also expands settler colonial studies’ reach as an international academic discipline, bringing together scholarly research about the British breakaway settler colonies with underanalyzed non-white, non-Anglophone settler societies. The essays together illustrate settler colonial cultures as—for all their similarities—ultimately divergent constructions, locally situated and produced of specific power relations within the messy operations of imperial domination.

In Decolonizing Cultures in the Pacific, Susan Y. Najita proposes that the traumatic history of contact and colonization has become a crucial means by which indigenous peoples of Oceania are reclaiming their cultures, languages, ways of knowing, and political independence. In particular, she examines how contemporary writers from Hawai‘i, Samoa, and Aotearoa/New Zealand remember, re-tell, and deploy this violent history in their work. As Pacific peoples negotiate their paths towards sovereignty and chart their postcolonial futures, these writers play an invaluable role in invoking and commenting upon the various uses of the histories of colonial resistance, allowing themselves and their readers to imagine new futures by exorcising the past. Decolonizing Cultures in the Pacific is a valuable addition to the fields of Pacific and Postcolonial Studies and also contributes to struggles for cultural decolonization in Oceania: contemporary writers’ critical engagement with colonialism and indigenous culture, Najita argues, provides a powerful tool for navigating a decolonized future.

A large-format atlas includes 250 geographical, topographical, and reference maps; 215 color photographs, charts, and graphs; an introduction to Hawaiian place names; and essays on the state's physical, biological, cultural, and social environment. Simultaneous. UP.