Culture-based education within the agricultural systems of Koʻolaupoko, Hakipuʻu, and Kahaluʻu : a qualitative case study.

Hawai‘i currently experiences a 90% food importation rate. Challenges amplifying this issue include, and are not limited to, the geographical isolation of the Hawaiian Islands, supply-chain disruptions during natural disasters, pandemics, low production scalability, global competition in export profitability, unaffordable access to farmlands, eroded irrigation infrastructure, and a deficiency in labor provided by a skilled agricultural workforce. Culture-Based Education (CBE) initiatives operating in existing agricultural lands offer opportunities for schools and communities to form meaningful connections to food production through culturally relevant means of production.

The purpose of this qualitative single embedded case study was to explore CBE initiatives located in the Koʻolaupoko region of Oahu, specifically in the ahupuaʻa [land division] of Hakipuʻu and Kahaluʻu. The case study investigated two organizations implementing CBE curriculum rooted within the agricultural expertise of the Kānaka ʻŌiwi [Native Hawaiians]. Furthermore, this case study provides insight into the educational strategies of 4 Kānaka ʻŌiwi practitioners and 1 non-native practitioner highlighting key aspects of cultural knowledge passed down through perpetuity. These programs exist to enhance ecological sustainability, provide agricultural instruction, perpetuate community values and advance cultural awareness.

The CBE framework guided the study through five distinct elements of application; the use of the indigenous language, curriculum infused with cultural content, instruction situated within the context of the culture, intentional community engagement, and culturally relevant assessment. The study included five cultural practitioners engaged in CBE instruction and development. Each participant shared their experiences through semi-structured interviews. Additionally, two field observations documented the activities that took place during CBE instruction.

The study uncovered five key findings. First, programs placed an emphasis on the linguistic depth of the Hawaiian language. Second, programs focused on creating community partnerships and opportunities for reciprocity. Third, cultural content positioned the student within the cultural norms of the Hawaiian community. Fourth, programs focused on aloha ʻāina [love of the land] through agricultural and ecological stewardship, and fifth, programs relied on informal assessment to gauge the student’s understanding of content.