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CULTURALLY RELEVANT PEDAGOGY
IN AN ELEMENTARY SCHOOL FOR INDIGENT NATIVE PEOPLES
by
Elisabeth ‘Ōhi‘alehua Fude Enomoto Kadooka
_____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 Elisabeth ‘Ōhi‘alehua Fude Enomoto Kadooka
Object Description
| Title | Culturally relevant pedagogy in an elementary school for indigent native peoples |
| Author | Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto |
| Author email | ekadooka@usc.edu; leenomot@ksbe.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-05-06 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-07-19 |
| Advisor (committee chair) | Sundt, Melora |
| Advisor (committee member) |
Brewer, Dominic Gothold, Stuart |
| Abstract | This dissertation explored the implementation and teacher perceptions of a culturally relevant pedagogy in a Native Hawaiian elementary school, Kamehameha Schools in Honolulu, Hawai‘i, that admits students of Native Hawaiian ancestry. Since the teachers are employed by this private school that has made several equitable decisions, like a broader admissions policy more reflective of its community, it is assumed that teachers are utilizing culturally relevant pedagogy (CRP) with this diverse group of students. Since it is not known whether teachers are employing CRP, a study of the sixth grade level was executed. The culturally relevant pedagogy (CRP) framework of Ladson-Billings (1995) was used as the structure for this qualitative study. Classroom observations, an artifact analysis, and teacher interviews were conducted with six teachers at this private school, exclusively for Native Hawaiian students. The results identified varying levels of commitment by teachers who implemented a culturally relevant pedagogy. This study recognized that teachers should engage in more Hawaiian culture and language professional development in order to increase their comfort level and command of the chosen cultural direction Kamehameha Schools has chosen to move in. Teachers also should use critical self-reflection in order to deconstruct hindering social beliefs and to make personal sense of their own culturally relevant pedagogy. Finally, teachers should continually seek to understand what is relevant to students and find ways to connect with them in a variety of cultural ways. |
| Keyword | culturally relevant pedagogy; Hawaiian; sixth grade |
| Geographic subject (city or populated place) | Honolulu |
| Geographic subject (state) | Hawaii |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3196 |
| Rights | Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kadooka-3796 |
| Archival file | uscthesesreloadpub_Volume40/etd-Kadooka-3796.pdf |
Description
| Title | Page 1 |
| Full text | CULTURALLY RELEVANT PEDAGOGY IN AN ELEMENTARY SCHOOL FOR INDIGENT NATIVE PEOPLES by Elisabeth ‘Ōhi‘alehua Fude Enomoto Kadooka _____________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 Elisabeth ‘Ōhi‘alehua Fude Enomoto Kadooka |
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