Cover

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pp. 1-1

Title Page, Copyright, Dedication, Quote

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pp. 2-9

Contents

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pp. ix-11

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Preface

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pp. xi-xviii

The year 1998 marked one hundred years of U.S. control of Hawai‘i, which the international community of nations had recognized as an independent country—the Hawaiian Kingdom—since the 1840s. I spent that summer teaching a course in applied English for Kanaka...

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Acknowledgments

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pp. xix-xxi

I must first mahalo the ‘āina that have inspired and sustained my work on this book over the past ten years: Wa‘ahila, ‘Aihualama, Mānoa, Maunalaha, Makiki, He‘eia, Ka‘alaea, Kualoa, Lā‘au, Keawanui, Honouliwai, Puna, and especially the great Moana Nui as it touches the...

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Introduction: Indigenous Education, Settler Colonialism, and Aloha ‘Āina

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pp. 1-45

As the 2010–11 school year was coming to a close, I sat with Kau‘i Onekea—a 2006 Hālau Kū Māna (HKM) graduate—at the wooden picnic tables under the two white twenty-by-twenty-foot tents where HKM students ate lunch. Kau‘i was never a student on this, the current...

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Chapter 1: The Emergence of Indigenous Hawaiian Charter Schools

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pp. 47-82

It could be argued that the establishment, against all odds, of Hawaiian culture–based charter schools in urban and rural communities across the islands was the most visible and significant accomplishment of the Hawaiian movement in the first decade of the twenty-first century...

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Chapter 2: Self-Determination within the Limits of No Child Left Behind

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pp. 83-125

In Hālau Kū Māna’s second year of operation, I advised the first graduating class on the creation of a senior video documenting their reflections on their life journeys to that point. Each of the six ‘ōpio grew up in different neighborhoods in Honolulu and spent the majority of their...

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Chapter 3: Rebuilding the Structures That Feed Us: ‘Auwai, Lo‘i Kalo, and Kuleana

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pp. 127-166

The marginalization and suppression of Indigenous knowledges has gone hand in hand with the transformation and degradation of Indigenous economic systems and the ecosystems that nourish us. Conversely, settler-colonial relations might be transformed by rebuilding,...

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Chapter 4: Enlarging Hawaiian Worlds: Wa‘a Travels against Currents of Belittlement

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pp. 167-204

Indigenous Pacific Islanders’ senses of self are created as much in travel as in continuous residence upon particular lands.1 We are both routed and rooted.2 As Native Pacific cultural studies scholars Diaz and Kauanui write, “The land and sea constitute our genealogies and,...

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Chapter 5: Creating Mana through Students’ Voices

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pp. 205-239

In this book I explore the tensions between asserting Indigenous educational self-determination and working within a settler state school system. While HKM educators have tried to establish and maintain cultural kīpuka (stands of continued Indigenous cultural growth),...

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Conclusion: The Ongoing Need to Restore Indigenous Vessels

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pp. 241-247

Mahina had come on board that fall and led a relentless campaign to improve students’ math scores on the Hawai‘i State Assessment (HSA), as math had been the subject keeping HKM from meeting AYP targets. Absolutely determined to get the school out of NCLB...

Notes

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pp. 249-283

Glossary

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pp. 285-291

Bibliography

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pp. 293-311

Index

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pp. 313-321

About the Author

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pp. 322-345