Page 268 - Cultural Studies of Science Education

242 P.W.U. Chinn and D.D.M. Hana‘ike

liaison with the family. Colleagues reported that the student began using phrases
learned in David’s class when issues of behavior arose. Improved academic perfor-
mance culminated in a video project on ocean thermal energy conversion David
held up as a standard of excellence. Ultimately, the student asked David and another
teacher to write letters of recommendation to a private, selective school. David
complied after the student agreed to strengthen his academic skills by repeating the
eighth grade in his new school.

Becoming a School Administrator: Translating Skills/Values/
Knowledge Across Activity Systems

David mapped his transition from teacher to administrator onto professional networks
and experiences that began in the classroom and extended into the wider school and
educational community. His accomplishments, strong educational values, and a clear
vision of his future role as an administrator were sources of agency and self-efficacy
as he planned his next professional step:
I believe that education is life, and that it is a dynamic learning process. I have been an active
member of the leadership team at my middle school, and have been involved in the develop-
ment of curriculum, organizational policies, facilitative processes and accreditation reports.
Throughout these times, I have been able to give my insights into the development of
instructional action plans, appropriate standards-based teaching practices, and assist others
through mentoring relationships. My work has left the box of the teacher and has entered
the community, as I have advised, counseled and sought services for students of “at-risk”
backgrounds through the development of a hālau (school for study of hula) and the integra-
tion of the arts, academics and guidance practices. I believe that my experiences as a teacher
and advisor, as well as my compassion will make me an ardent and passionate force that can
lead a committed school community to higher levels of student success and achievement.

Thoughts on Culturally Responsive Professional Development

David’s personal experiences as a Native Hawaiian studying his own culture in the
company of elders lead him to be cautious as he recommends that teachers learn
in small groups from indigenous elders. His concerns of knowledge appropriation
and misrepresentation express long-standing distrust between indigenous and
dominant cultures.
Mentoring by educators on a small group basis is the best method. My training with my
cousin from the University of Hawaii has allowed me a wondrous opportunity to sit one on
one and mutually share our mana’o (thoughts, ideas). This can be done with many of the
kupuna in the education profession, as well as the church system.
What becomes the issue is whether their knowledge will continue in a healthy
fashion and not be adulterated for personal use. That is their biggest fear, that their
knowledge will be used by individuals for profit and not educational purposes. For that
reason, small intimate groups closely reviewed seem to be the best method. I hope to