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Ka Lamaku Hawaiian Academy by Kamaileula Halualani-Hee:Ka Lamaku means "upright torch, standing beacon,"-a name chosen to signify a strong guiding light that pierces the darkness, bringing wanderers to safety. Ka Lamaku is also an ancient Hawaiian symbol of knowledge. Ka Lamaku Hawaiian Academy is an action research pilot program aimed at meeting Hawaii's educational needs of school-disabled children grades 7-12 on the island of Oahu in the Ko'olau poko and Ko'olau Loa communities. A school-disabled child is one whose maturational and learning differences have been misunderstood and underserved and, consequently, whose personal, social and familial functioning have been so impaired as to render that child unable to perform successfully in a school environment. The students we serve are, because of a myriad of circumstances beyond their control, disadvantaged in many ways. Their academic achievements as well as other skills that create social competencies had, as a result, been seriously and negatively affected. Most of these student's were exhibiting signs of social distress such as flat affect, anti-social attitudes and behaviors, disrespect for authority, irresponsible actions, truancy, school failure and substance abuse. Some were school disabled while others had developed pre-delinquent behaviors and were known to local policemen. They had been described as "throw away kids". Ka Lamaku Hawaiian Academy does not accept such evaluations for these youth. We believe in a new kind of "three Rs": Rescue, Restore and Re-educate. Through deep and constant use of Hawaiian cultural values, Ka Lamaku has impacted the lives of twenty youngsters of mixed Hawaiian ancestry. The program has been open to whomever applied, but those it attracted were all children of part-Hawaiian ancestry who had been struggling unsuccessfully in the state D.O.E. programs. Ka Lamaku is a community-based effort, creating pedagogy that proves effective for children with learning differences. The staff has been involving the children, their parents, kupuna (elder) and other talented members in designing and implementing curriculum modules. Thus the students are in many ways teaching us how to teach them, showing us what works by their enthusiastic response to learning opportunities. They also show us what doesn't work and participate in discussions about how to improve those areas and teaching methods. Several volunteer teachers have come and gone. They proved to be steeped in the Western, textbook pedagogy and when they were unsuccessful and became discouraged, they tended to blame the children for failing to learn when it was they who failed to teach. At present we are applying for federal New Century Public Charter status, however our goal is to one day be Hawaii's first sovereign school. Request for admission is made on a daily basis but, because of severe financial and space restraints, we are unable to accommodate more students at this time. If you or your organization would like to assist Ka Lamaku Hawaiian Academy or would like more information please contact Kamaileula Halualani- Hee at (808) 293-1121 or email kamaileula@aol.com. Our mailing address is PO BOX 693, Hauula, Hawaii 96717. | |
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Keynote Address: To the North Slope Iñupiat Educators' Association Quarterly Membership Meeting, April 24, 1998 by Martha Aiken:Keynote Address: To the North Slope Iñupiat Educators' Association Quarterly Membership Meeting, April 24, 1998 by Martha Aiken On behalf of the North Slope Iñupiat Education Association, welcome everyone. I would address what I say to everyone who is with the educational system of today, and that means everyone! First, I would like to greet all the Iñupiaq language teachers wherever they may be, and encourage them to keep it up. You are very important to us to be leaders of our classrooms. Natives of today are experiencing difficulties concerning our Iñupiaq language, it being the very essence of our Iñupiaq cultural heritage. We claim it as our own and it needs to be utilized at home, school, churches, and at play. We have learned from experience 60 years ago that the Native students were intelligent enough to learn the hardest language in the world to master. But can you imagine how much better it would have been for everyone if those students were allowed to speak their language at home? One thing for sure is the fact that we need to support our present Iñupiaq language teachers. I know we do, but we all need more action to help them to press on more, and replace anyone retiring as soon as they are out. We need to make a combined effort for our leaders and support our bilingual programs within the North Slope Borough School District. As parents, school boards, school advisory committee members and English language teachers, all of us need to have one voice to protect our language at all costs. Today almost all of us, here and there, are involved to make education better for our students and we acknowledge the fact that a child's intelligence is not limited to one language. Parents are learning back their mother tongue with their children. Anyone can become literate in their own language as well as in English, if they are really determined to do so; we've seen proof here in Barrow. We may think it's too late for some-maybe so-but it sure does not hurt to try and try again and again. We should encourage our students to be fluent in two languages. Would it not be wonderful to start speaking in Iñupiaq with that beloved grandmother, who is making every effort to speak to you in her sometimes misunderstood conversations with her grandchildren? The North Slope Borough School District (NSBSD) finally found a way to improve the bilingualism through immersion, but we are watching it teetering because others do not feel our Native language is that important. If we do not do anything and just lay around and watch, what will happen? If we do not fight the never-ending battle, in fact, we may be too late to protect the birthright that our forefathers passed on to us. We have to seek help from all sources and even from our other Alaska Native speakers. We have to seek help from our degreed teachers, lawyers, governments and churches to help us. We also have to educate the outside world on how crucial it is to keep alive our way of life. This is the time to forgive and forget the wrongs of others so they may help us in this important effort, because not everyone is perfect and we will need their wisdom. The language we have been trying to revive for the last 20 years or so is having problems as it is. It scares me like heck when legislative bills start appearing concerning our language, especially about having only the English language to teach in schools. There are other legislative bills that we need the public to understand, because even our own Alaskan neighbors are hinting that bilingualism is just a waste of money. And here it is the very heartbeat of most Alaska Natives. The language we are trying hard to revive for the last 20 years or so will start crumbling unless we make every effort to protect it. But the most important fact we seriously need to ask our school board to do is to employ more fluent speakers to be teacher aides and become Iñupiat teachers. Entice the speakers to join Iñupiat teachers because they sure need help. The school district has to attract more bilingual teachers and aides even if they have to pay them a little more than most employees. We know for a fact that the teacher's aides can take over a certified teacher's classroom, but an Iñupiaq teacher's classroom cannot be taken over by a degreed doctor, unless an Iñupiaq aide helps him or her. Again I encourage everyone to become involved in encouraging young people to keep on keeping on. There are young adults out there. We know we need them desperately to teach our eager-to-learn bilingual students. How many times have your young ones begged you to speak to them only in Iñupiaq? We need to help them learn back their language, and not get mad when some laugh at them. Do not let them forget it was difficult to try to start speaking English too. We, the little Eskimos back 60 years ago, had problems too, as I recall. But we laughed about each other and helped each other to resolve the important situation at that time. Even our peers told on us so we had to suffer the consequences, but we never gave up. English educators say that the English language is the hardest to master, but not for the little Iñupiat. I say there were smart ones and dummies like me-I barely made it to the game activity parties held for the students that did not say ten Iñupiaq words. That was hard for me but my determination pulled me through as did others. Today tables are turned and I want to encourage all the little Iñupiat or Tanik: you can learn to speak our language if you really want to. Lastly, I want to thank the present efforts the school teachers have done for our North Slope Borough School District. Your love for teaching is more valuable than any effort in life. Sometimes you feel "Is it worth it?" It is; you will see enough in just a few years from now when you retire. But right now you have to evaluate the way you teach your students because they are not all little angels. They will remember how you had been when you were their teacher. Seek help from parents when your students are getting out of hand. Don't just listen one-sided ways; recognize those little tykes who are having a difficult time understanding that certain little problem. Once they learn to do it, their appreciation will have a great impact between you and that not-so-smart student. This last comment includes everyone from the certified teachers and aides, to the principals, school board and parents. If you feel you have to leave our schools, do it with pride for all your contributions and involvement with the students, difficult as they may be. Help us help our bilingual programs of today. Share with us what you feel instead of keeping it in yourself. We may be able to help you if you come halfway to meet us. Thank you and may God bless! I leave you with a poem given to me by a friend: Prayer for Teachers Lord, thank you for teachers that have: WISDOM To teach principles as well as facts; COURAGE To stand firm when challenged by parent or child; PERSISTENCE To teach again and again, then again; VISION To know what results will show far down the years; LOVE For the unlovable as well as the lovely child; PATIENCE Lord, patience, forever and unending. -Author Unknown | |
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KIDS 2000 Distance Education Courses:The Professional Education and Training Center at the Univeristy of Alaska Southeast (UAS) is offering KIDS 2000 distance education courses this spring. The courses' focus on standards in math, science and other subjects. Students in the courses will develop standards-based interdisciplinary teaching units to use in their classrooms. The units will be published and shared. These courses would provide an excellent opportunity for Native and non-Native teachers to team up and produce culturally relevant curriculum materials with guidance and college credit available from UAS. The registration deadline for the courses was January 13 but if you want more information call 465-8748. | |
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Kodiak Alutiiq Region Honors local Elder:Native and Rural Programs Support, KIBSD Alutiiq/Unangax Regional Coordinator, AKRSI I had the honor and pleasure of presenting John Pestrikoff’s HAIL award to him during the lunch break at a recent gathering hosted by the Kodiak Area Native Association (KANA). John, or “JP” as he is referred to locally, and his late wife Julia were the Native Educators of the Alutiiq Region’s (NEAR) nomination for this year’s Honoring Alaska’s Indigenous Literature award given each year at the Native Educator’s Conference in Anchorage. Unfortunately JP and his escort, Dennis Knagin, were unable to attend the Anchorage ceremonies due to poor weather. JP and Julia have been instrumental in many projects including a mapping project of the Afognak area and a children’s book, yet unpublished. Throughout their lives they have contributed greatly to the oral histories, genealogy and language documentation of the Kodiak area Alutiiq people. Quyanasinaq (thank you very much) to Afognak Native Corporation (ANC) for responding fully to NEAR’s request for funding to support JP and an escort to attend the Anchorage ceremonies. Though it ended up not being needed, ANC quickly acted to provide plane tickets and per diem! Thank you, also, to KANA staff and board who graciously allowed the award presentation during their strategic planning meeting. This was a wonderful opportunity to share this award among JP’s own people! Thank you especially to JP’s good friend, Dennis Knagin, for his willingness to travel with JP to Anchorage and, instead, taking him to the Buskin River Inn for the local presentation in March. Congratulations JP! John Pestrikoff (pictured) and his late wife, Julia, were honored for their contributions to Alaska Native literature. | |
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