“Finding the Other Half of Me”: Culture-Based Approaches to Music Education in Hawaiʻi

The purpose of this study was to examine how Hawaiian music teachers describe their uses of Hawaiian culture–based educational approaches in the music classroom. The theoretical lens of culture-based education framed the study in that it emphasizes increased attention to questions of cultural restoration within Indigenous communities. A collective descriptive case-study design was used to illuminate the complexities and particularities of the phenomenon of Hawaiian culture–based education utilized by four participant music teachers in their own particular contexts. Data collection included three interviews with each teacher participant, a student focus group interview at each school site, and field notes taken from in-person observations of each music classroom. Analysis revealed four themes central to the participants’ experiences, including teachers’ diverse approaches to culture-based education, their sources of cultural understanding, how they addressed or navigated challenges, and the multiple layers of meaning that they and their students derived from these culture-based approaches. Particularly compelling were findings related to each teacher’s identity and relationship to Hawaiian culture, complicated issues of authenticity related to performing and teaching Hawaiian music, and the centrality of positive relationships to culture-based approaches.

Cebuano cultural identities: prospects for a culturally responsive pedagogy

This study described the Cebuano cultural identities and prospects in search of a culture-based instruction model. This sought to find out the linguistic varieties of the Cebuano speakers; contrast the differences and similarities in the inasal making process; and identify the variations in the celebrations of festivals in Cebu. This study utilized a case study design with 15 research participants from the three selected cluster locations. These Cebuano cultural identities vary according to geographic location and other socio-historical factors. Clipping and borrowing of words and expressions, from adjacent islands and roots of the colonial past, are indicative of these factors of language variations. The practices of inasal making are based on inherited traditions of the place such as variations on the use of logistics and needed ingredients to embellish the entire corpus of a sanitized butchered pig before its roasting. Towns and cities celebrate festivals in thanksgiving of their patron saint – a symbolism of their religious and cultural traditions. These varied cultural orientations support the argument to establish a cultural grounding on instructional initiatives in the Asian context. The findings juxtapose the exploration of Inasal Teaching Model (ITM) as a localized and a contextualized teaching model that serves as a nexus in various phases of instruction, for quality teaching in the field of culture-based education.

MANAJEMEN PEMASARAN JASA PENDIDIKAN BERBASIS BUDAYA RELIGIUS

In general, this study aims to determine the marketing management of religious culture-based education services at SDIT Luqman Al-Hakim International Yogyakarta. In addition, this study intends to determine the importance of marketing management of religious culture-based education services at SDIT Luqman Al-Hakim International Yogyakarta. This research applied a qualitative field method. The samples were determined using purposive sampling and snowball techniques. The data were collected using interview, observation, and documentation techniques. In this study, the researcher used a descriptive-qualitative data analysis technique with an inductive approach to analyze the data. The results of this study indicated that: (1) SDIT LHI conducts marketing management based on religious culture to fulfill the needs of education customers who will build a generation of Muslims that has strong and noble characters, masters the principles, has scientific basis, contributes to the good of the world, and is devoted to Allah SWT. There are 7 elements used in marketing management, namely: 1) Product, 2) Price; 3) place; 4) Promotion; 5) Human Resource; 6) Physical Evidence; 7) Process. (2) The implementation of religious culture is carried out by school through the dimensions of monotheism, the Shari'ah, and morality contained in the curriculum, vision, mission, school purpose, school programs, and the learning process. (3) Factors that support the marketing of education services at SDIT LHI, which are a. Application of PHI curriculum; b. Competent human resources; c. Complete educational facilities; d. Promotional activities that use many strategies; e. Easily accessible school locations; and f. A lot of achievements in the public and religious fields. Meanwhile, the inhibiting factors are a. The lack of student input due to fairly expensive tuition fees; b. Temporary teaching staff; c. Competition with other educational institutions; d. Marketing management lacks employees; e. Different interpretations of school purposes by school administrators and parents.

Talking Story: Understanding Culture-based Curricula

<p>The phenomenological study investigated the perceptions of teachers who implemented a culture-based curriculum at an elementary school on Oahu. Aloha ‘Āina is a culture-based curriculum with instruction and student learning grounded in the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of the Hawaiian culture. Eight teachers were interviewed after they used the culture-based curriculum in their classrooms during one semester. Data analysis revealed four categories: teachers’ initial experiences, student engagement, challenges and opportunities, and meaningful experiences. Teachers were challenged by the culture-based education program and teachers’ perceptions of the Aloha ‘Āina curriculum were positive, most agreeing that it helped students to learn and improve student engagement through hands-on learning in and outside of the classroom.</p><p><em>Keywords:</em> Aloha ‘Aina, culture-based curricula, place-based education,</p>

Education of Native Hawaiian Students

The purpose of this literature review is to provide an overview of Hawaiian education, its history, sources, and players. A certain narrative emerges through this review about what happens when conventional Western education systems are confronted by educational leadership powered by a distinctly indigenous culture, language, and knowledge system with its own epistemologies, reasoning, and logic. The narrative highlights the champions that have advocated for seeing Native Hawaiian knowledge systems as a pathway to educational transformation. Through this struggle, the relationships built over time have begun to produce systemic change. Thinking and learning in Native Hawaiian ways and in ʻōlelo Hawaiʻi (Hawaiian language) are slowly being integrated into the fabric of Hawaii’s pre-Kindergarten to Grade 12 schools and post-secondary institutions. Yet, as the millennium progresses, Native Hawaiians continue to be among the most marginalized populations in Hawaiʻi, indicating there is still much work ahead. The scholarship presented in this review traces a path of progress rooted in the great body and depth of Native Hawaiian knowledge. Admittedly, as collector-authors of this review, it was not possible to include a complete inventory of research and scholarship. Instead, we offer a select overview of an expanding field of knowledge generated by Native Hawaiian scholars and their allies, positioned here as a critical foundation upon which we continue to build. We begin with a set of references from a Native Hawaiian worldview that anchor educational approaches in our communities in the 21st century. Several sections on education in historical and social context follow, in addition to resources exploring pedagogy, praxis, culture-based education, research methodologies, and assessment. Also included are online sources and several university and legacy publishing organizations that produce resources in Hawaiian education.