ABSTRACTTwo speech events, narration and joking conversation, are analyzed from a sample of speech data recorded from Hawaiian children 5–7 years old, in a peer group setting. An underlying routine, which is transferable from one genre of speech event to another, is identified in both narration and joking. This routine is iterative, and allows for both stories and joking to be produced jointly in a contrapuntal style. Some social rules governing the use of the routine are discussed. (Linguistic routines, narration, joking, conversation, Hawaiian talk story.)
This article is a “talk story” among three Indigenous women who are connected in various ways but most recently through the heartwork of a tribal–university partnership for a tribally based doctoral cohort program. The first tribally based cohort includes representation of tribal nations from Washington State, Utah and New Mexico and all women. The contributors of this talk story include voices of a Muckleshoot partner who is an Indigenous education advocate and two Indigenous faculty members. We share our talk story in identifying the powerful connection of reclaiming emotions through the ability of centering Indigenous narratives, honoring culture and community, and the powerful role of place and space in honoring tribal sovereignty through its existence.
Background: Native Hawaiians (NHs) suffer disproportionately from cardiovascular disease morbidity and mortality. Objective: To test a narrative intervention of patient stories to support heart disease self-management in NHs. Method: Six NH storyteller videos were developed with community feedback following established methods. The NH participants with heart failure (N = 35) were recruited from a major medical center in Hawai‘i. Participants completed demographic questionnaires, watched videos via iPad, and described experiences. Follow-up was 4 weeks later. Results: Mean participant age was 57.0 years (standard deviation [SD]:13.0) and 31% (11) were female. On a scale of 1 (worst) to 4 (best), respondents rated the videos 3.7 (SD: 0.5) in relevance for helping them manage their heart disease and 3.6 (SD: 0.5) in their experience using these videos. When asked what they liked best, the most common response was that they are “like me” (from 14 respondents, ranging from a 43-year-old woman to an 84-year-old man). Of those completing follow-up (n = 15), 87% said videos helped them. Conclusion: Our narrative “talk story” intervention showed promise as a culturally relevant method to share patient experiences and reduce health disparities.
Fifty years ago, Sherry Arnstein presented “a ladder of citizen participation,” highlighting the relevance of citizen participation for the social imperatives of her time. Today, there is widespread emphasis on public participation in planning practice. Planning education stresses its importance in addressing the principles of social justice. This prompted us to explore how graduate students on the threshold of becoming planning practitioners designed public engagement tools, and facilitated participation to examine proposed transit-oriented development plans. Our paper analyzes the nature of their engagement and reflection, spotlighting the potential and pitfalls of doing public participation. We find that enabling critical pedagogical approaches to engender collaborative and reflective practice benefits students, educators, and the profession in distinct ways.
Reclaiming Emotions: Re-Unlearning and Re-Learning Discourses of Healing in a Tribally Placed Doctoral Cohort
