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Hulili Vol. 4 No. 1 2007

By Shawn Malia Kanaiaupuni

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Book Id: WPLBN0002096835
Format Type: Default
File Size: 2 MB
Reproduction Date: 6/7/2011

Title: Hulili Vol. 4 No. 1 2007  
Author: Shawn Malia Kanaiaupuni
Volume: 4
Language: English
Subject: Non Fiction, History of America, Hawaiian Education
Collections: Education, Special Collection Scholastic History, Epistemology, Leadership, Innovation Management, Authors Community, Marketing Management, Philosophy, Technology, Management, Religion, Sociology, Economy, Literature, Most Popular Books in China, Social Sciences, History, Language
Publication Date:
Publisher: Kamehameha Schools
Member Page: Hale Kuamoʻo Hawaiian Language Center


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Kanaiaupuni, Ph. D, S. M. (2007). Hulili Vol. 4 No. 1 2007. Retrieved from

It is with great humility and pride that I take pen in hand to submit the newest issue of Hulili to you. Even in this day and age of sophisticated technology and rapid pace, one of the most amazing and inspiring things about being human is the power of the spirit and the depth of connections that it brings, binding us to each other, to animate and inanimate life forms, to the past of our ancestors, and yet so vigorously to the future. From these connections come our values, and this fourth volume of Hulili speaks strongly about Hawaiian values. The writings carry clear messages about kuleana (responsibility), imi naauao (seeking knowledge), and the importance of olelo (language) and ohana (family). Our contributors voice the tremendous kuleana to revitalize the knowledge of our ancestors, using it to create a vision for our future as conveyed in the powerful moolelo (story) about the rebirth of voyaging in Hawaii, about the undeniable responsibility to care for our kupuna (elders), our iwi (bones), our wahi pana (sacred places), and about building the strength of our communities through the power of culture-based education. Through the pedagogy of aloha and combined ancient and modern knowledge systems, we unleash the critical contributions that our opio (youth) will in turn offer their communities and our world. The writings share the value of imi naauao in the importance of theorizing and the enduring nature of some key tenets of indigenous theory: it is holistic, it is about place, experience, and time/genealogy. Imi naauao is about respecting the knowledge and research that informs innovation and future research. The KEEP research summary shares a legacy of work to identify successful, culturally congruent methods for teaching literacy to Native Hawaiian children. And, provoc- atively embedded in native values of imi naauao is the need to “tap into data that penetrate below the surface of rigor as defined by Western epistemology. ” That we value ohana shines through in all the writings; from intergenerational transmission of our cultural beliefs and practices on one hand, to the substantial diversity of our families and people and the tensions that can form in our collective and individual identity processes on the other. We also can see and feel the impor- tance of olelo Hawaii and the resilience of our families in bringing it back to life (“pua i ka olelo, ola ka ohana”), by nurturing our keiki (children) to understand and carry the kuleana for it, “e olelo Hawaii ma na wahi a pau i na manawa a pau. ” Haina mai ka puana (the words have been spoken).

Every journey begins with a dream, a vision that can unite others. When people come together around a set of shared values, they can achieve extraordinary things. It is true that every voyage has its share of hardships. Sometimes the challenges come from outside the community, and other times they come from within. Most often they come from inside ourselves, stemming from feelings of fear and inadequacy. We rely on our teachers and leaders to guide us through times of crisis, to inspire hope, and to point us toward new horizons. This essay pays tribute to the visionaries, teachers, and leaders of the Hawaiian voyaging movement. For me, these powerful teachers are Mau Piailug, Herb Kane, Eddie Aikau, and my greatest teacher, my father, Myron Thompson.


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