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Nā Mea I Waele Mua I Ke Ala

Nā Papahana O Ka Wā Ma Mua: Past Endeavors


This ancient saga, translated to English for the first time, details the quest of Pele’s younger sister, Hiʻiakaikapoliopele, to find the handsome Lohiʻauipo and bring him back to their crater home. Graced with a magical skirt and wielding supernatural powers, Hiʻiaka and her companions make their way through dangers and ordeals, facing spectral foes and worldly wiles. It is a very human account of love and lust, jealousy and justice, peopled with deities, demons, chiefs and commoners. This captivating five-hundred-page translation of Hoʻoulumahiehie’s original, articulated with 375 chants and lavish illustrations, showcases his profound cultural knowledge and engaging style for English audiences. It highlights Hiʻiaka’s role as a healer, source of inspiration, and icon of the hula traditions that embody the chants and dances of Pele and Hiʻiaka. This is the most extensive form of the story every documented, offering a wealth of detail and insights about social and religious practices, poetry and hula, the healing arts, and many other Hawaiian customs. This magnificent work is also available in a volume presented exclusively in the Hawaiian language.

Wehe I Ka Pāpale

Data collection to support an upcoming exhibit at Bishop Museum; to preserve the art of lauhala hat making as a traditional and customary practice of kūpuna Hawaiʻi.
Project lead: Annette Kuʻuipolani Wong
Community Partners: Bishop Museum; Michigan State University Museum.
Communities served: The greater community.
Benefits to communities served: Collected data will be shared with partners and be part of a future exhibit; collected data will preserve an art form of kūpuna Hawaiʻi and become a resource for the general community.

Expanding the Definition of “Hawaiian Place-Based Curriculum”

To evaluate the Spring 2012 graduate exchange/seminar between two indigenous studies programs and apply findings to strengthen future efforts.
Project lead: Maya Saffery
Objective: To evaluate the Spring 2012 graduate exchange/seminar between the Indigenous Politics Program (UHIP) at U.H. Mānoa and the Indigenous Governance Program (IGOV) at the University of Victoria, BC, and examine the characteristics and potential benefits that successful place-based education has on native (and non-native) students, their teachers, and their communities.
Community Partners: Organizing IP and IGOV faculty; students, faculty, and community members who participated in the IP-IGOV exchange.
Communities served: Organizing IP and IGOV faculty.
Benefits to communities served: Completed evaluation serves as an assessment of the IP-IGOV exchange and will aid organizers in delivering a more comprehensive product; strengthens collaboration between IP and IGOV.

Welina Mānoa

A place-based, ʻāina-focused curriculum for learners ages 0-8 and their families that encourages them to visit four locations in the ahupuaʻa of Mānoa-Waikīkī and learn the amazing way they all are tied together. Interactive foldouts in both Hawaiian and English guide families through activities at each site. Led by Maenette Benham, Dean, Hawaiʻinuiākea, in partnership with Lyon Arboretum, Mānoa Heritage Center, Ka Papa Loʻi ʻO Kānewai, and Waikīkī Aquarium.

Puapuaʻi Ka ‘Ōlelo

Through the restoration of ʻāina at Hanakehau Learning Farm, participating ʻohana from Pūnana Leo o Waiʻanae and Kula Kaiapuni o Waiau actively reclaim Hawaiian cultural space.
Project lead: Kekeha Solis
Objective: To create a future in which cultural practice is integrated into the daily lives of the lāhui with the consciousness and kuleana that comes with it; to create a place where Hawaiian language thrives; to create a place where self-determination is expressed in all aspects of our lives. This is done by creating and actively using implements in traditional Hawaiian practices, developing ʻōlelo Hawai‘i learning materials for use in immersion environments, and strengthening relationships with one another.
Community partners: Andrez Perez; Camille Kalama; Hanakehau Learning Farm; Pūnana Leo o Waiʻanae; Kula Kaiapuni o Waiau.
Communities served: ʻOhana from Pūnana Leo o Waiʻanae and Kula Kaiapuni o Waiau; community members who attend work days and events; the lāhui in general who are enriched by the existence of this puʻuhonua.
Benefits to communities served: Use of  ‘ōlelo Hawaiʻi learning materials at Hanakehau Learning Farm; pili strengthened between immersion school ‘ohana; access to ‘ōlelo Hawaiʻi opportunities in the community; hoʻoikaika language use in the home, at school, and in the community; participants learn hana noʻeau and utilize implements in traditional cultural practices.

I Ka ‘Ōlelo Nō Ke Ola

A pilot program for early admission with Kula Kaiapuni o Ānuenue.
Project leads: Noʻeau Warner, Maya Saffrey
Objective: Provide continuity in learning from Kaiapuni schools to U.H. Mānoa through the design and execution of a four-credit Hawaiian language course, HAW 200, designed specifically for kula kaiapuni seniors and graduates attending U.H.Mānoa. This college and career readiness support project brings students to the Mānoa campus three times a week during the semester. Upon successful completion of this course, students can enter HAW 202 when they begin their first year at Mānoa.
Community Partners: Moani Lee, Kumu, and Charles Naumu, Poʻokumu, Kula Kaiapuni o Ānuenue.
Communities served: Haumāna from Kula Kaiapuni o Ānuenue.
Benefits to communities served: Bring fluent speakers of Hawaiian into the new meta-linguistic system of Hawaiian being implemented at Kawaihuelani Center for Hawaiian Language.

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