Haley Kailiehu! Konia Freitas & Maya Saffery Fall 2014 UHM TA Training 20 August 2014

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1 Haley Kailiehu! ʻ Konia Freitas & Maya Saffery Fall 2014 UHM TA Training 20 August 2014

2 Welina Mānoa Welina Mānoa i ka lehu aloha Aloha ua Tuahine Mai Luahine a i Waikīkī Kia i ke Kahaukani Kani nō nā leo E ō kama āina Āina aloha ē Mānoa ē

3 Presenta/on Outcomes Haley Kailiehu! ā ū ā ʻ

4 ʻ ʻ HGS Map # Source: avakonohiki.org

5 ʻ ʻ ʻ ī ī HGS Map # Source: avakonohiki.org

6 ā Hawaiian Government Survey 1882

7 Mānoa, Waikīkī, O ahu, 1900 Kupuna Hanalē Maka, HV24.46A, Ka Leo Hawai i, 25 November 1973

Mānoa, Waikīkī, O ahu, 1900 22 acres were cleared in the first 10 years ; 5000 cubic yards of stone was removed from the stone

8 Mānoa, Waikīkī, O ahu, acres were cleared in the first 10 years ; 5000 cubic yards of stone was removed from the stone walls alone a pile at the future site of Hawai i Hall five feet deep, spread over an acre (UHM Campus Heritage Report, 2008, p. 3:9)

9 Kupuna Miriam Paulo Olivera Waikīkī rice fields, 1914 Makee Ailana, Waikīkī, 1910

10 After construction of the Ala Wai Canal and draining of Waikīkī, 1927

11 Kupuna Miriam Paulo Olivera, HV24.93A, Ka Leo Hawai i, 6 April 1975 Makee Ailana Waikīkī, O ahu, 1929

12 Waikīkī, O ahu, 2014 We cannot have a Hawaiian place of learning without Hawaiians. Waikīkī, O ahu, 1910

13 He mo olelo a he mo okū auhau ko ka āina a me ke kanaka.

14 Our Genealogy of Place & Knowing Haley Kailiehu!

15 We are a part of many genealogies. Haley Kailiehu! ʻ ūʻ

16 ʻ ūʻ

She situates the Hawaiian charter school movement and the specific work of classroom teachers at one school in the context of longer genealogies of Hawaiian survivance (p. 6).

17 She situates the Hawaiian charter school movement and the specific work of classroom teachers at one school in the context of longer genealogies of Hawaiian survivance (p. 6). She recognizes that the Hawaiian genealogy of struggle [for cultural persistence, political power, and land] opened the space for schools like Hālau Kū Māna to exist in the first place (p. 12). Goodyear-Kaʻōpua, N. (2013). The seeds we planted. Minneapolis, MN: University of Minnesota Press. She explains that Hālau Kū Māna s curriculum helps students and teachers to see themselves as important actors within a genealogically situated movement for self-determination and sovereignty (p. 13).

18 Kaleomanuiwa

19 ʻ ʻ ā ʻ ū ā ī ī ʻ ʻ Source: US Geological Survey. Honolulu Quadrangle. 7.5 minute series. Source: Mānoa, Waikīkī, Kona, O ahu - HGS # , Alexander, "Mānoa Valley" RESOURCE: wehewehe.org

20 ʻ ā RESOURCE: welinamanoa.org

21 ʻ ʻ ā Charlie Kupa Kupuna Kaanana Hookahewai Hooulu Aina RESOURCE: First Saturday at Kanewai. See hjp://manoa.hawaii.edu/hshk/ka- papa- loi- o- kanewai/

22 What genealogies opened the space for UH Mānoa to exist? Mānoa, Waikīkī, O ahu, 1890 How do we and our students fit into these larger genealogies?

23 What genealogies opened the space for UH Mānoa to exist? Lowering of the Hawaiian flag over ʻIolani Palace, 12 August How do we and our students fit into these larger genealogies?

24 What genealogies opened the space for UH Mānoa to exist? UH Mānoa campus, 1945 How do we and our students fit into these larger genealogies?

25 What genealogies opened the space for UH Mānoa to exist? UH Mānoa campus today How do we and our students fit into these larger genealogies?

26 Wende Ariyoshi

27 ʻ ʻ Haley Kailiehu! July 7, 1877 Luther Kanealii establish a college in the Hawaiian Kingdom. Federal Morrill Act 1862 Financial and land based inceneves to establish a land grant university. Give instruceon in agriculture, mechanic arts and natural sciences. Hatch Act of 1887, established financing for agricultural experiment staeons associated with land grant insetueons. College of Agriculture and Mechanical Arts established by Act 24 in 1907 by Territory of Hawaii.

28 Armed Overthrow of the Hawaiian Kingdom

College Permanent Campus By 1907 when land for the new college was being obtained, the few remaining Hawaiians were described as squahers on the

29 College Permanent Campus By 1907 when land for the new college was being obtained, the few remaining Hawaiians were described as squahers on the lands who needed to be evicted (Bouslog 1994: 124). ʻ RESOURCE: Bouslog, C et al Mānoa: The Story of A Valley, Mutual Publishing, Honolulu.

30 ʻ Haley Kailiehu! ʻŌ

31 ʻŌ 1. Between Fall 2005 and 2011, Naeve Hawaiian student enrollment at UHM has increased by 40% (from 1,810 to 3,004). These numbers sell lag behind both UH Hilo and UH West O ahu. 2. UHM has the highest number of Naeve Hawaiian students in the UH System but it sell has the lowest proporeon of Naeve Hawaiians in comparison to the overall student populaeon (in Fall 2012). UH Mānoa Total Enrollment 14.9% or 3,049 of 20,426 UH Hilo Total Enrollment 25.8% or 1,074 of 4, Naeve Hawaiian students make up about 16% of the undergraduate and 12% of the graduate/professional student populaeon although we comprise 20% of Hawai i s overall populaeon. Source: Naeve Hawaiian Student Profile, March Naeve Hawaiian Student Services, UH Mānoa.

ʻŌ 450 400 350 300 250 200 150 100 50 0 33 29 22 65 69 25 21 22 45 39 41 43 106 102 93 94 73 71 82 25 22 22 16 19 63 51 71 63 74 111 117 113 116 1 3 3 5 3 3 1 119 122 117 111 109 121 110 108 111 112

32 ʻŌ Lecturer Graduate Assistant Faculty Execueve/Managerial Civil Service APT Source: HR System Data. Table 2. UH Mānoa Hawaiian Employees by Type

33 UH Policy Frameworks Haley Kailiehu! Ka ū Report University of Hawai i, Hawaiian Studies Task Force. RecommendaBons across issues such as facilibes, curriculum, research opportunibes, recruitment and retenbon, faculty underrepresentabon and community services. Hawai i Papa o Ke Ao. UH System Outlines six characterisbcs of model indigenous serving insbtubon.

34 UHM Policy Frameworks Haley Kailiehu! UH Mānoa Strategic Plan, Hawaiian Place of Learning Grounded in Hawaiian knowledge and values that is physical and conceptual... (p. 5). NaBve Hawaiian Advancement Task Force Report

35 Genealogy of Knowing Now that I know these genealogies, where do I fit in and which responsibiliees come along with this posieonality? Kaleomanuiwa

36 Nānā ka maka; ho olohe ka pepeiao; pa a ka waha. Welina Mānoa Welina Mānoa Observe with the eyes; listen with the ears; close the mouth. Thus one learns. (Pukui, Ōlelo No eau #2268)!

37 How can you create a Hawaiian place of learning through your teaching? Haley Kailiehu! Hawaiian places of learning are inteneonal and organic spaces and places that give power to Hawaiian perspeceves; welcome muleple Hawaiian ideneees; promote collaboraeon, networking and organizing; encourage mentorship; and serve as pu uhonua (safe places) for Hawaiian students and our communiees.

38 How can you create a Hawaiian place of learning through your teaching? Haley Kailiehu! ʻ ʻ ā

Collaboraeve, community driven project Started out of a UHM Poliecal Science course Students bring to life speeches of revered Hawaiian patriots in short videos that move us to

39 Collaboraeve, community driven project Started out of a UHM Poliecal Science course Students bring to life speeches of revered Hawaiian patriots in short videos that move us to learn more and take aceon. Website for educators and community members with curricular content and links to other resources about aloha āina. hhp://

40 How can you create a Hawaiian place of learning through your teaching? Haley Kailiehu!

41 Haley Kailiehu!

COURSE REGISTRATION REPORT UNIVERSITY OF HAWAI I SPRING 2011

COURSE REGISTRATION REPORT UNIVERSITY OF HAWAI I SPRING 2011 Institutional Research Office University of Hawai i March 2011 File Reference: Management and Planning Support Folder, Courses Reports available