Without an internal understanding of self-identification or connection to place, how can one connect to or know culture?  How would the stories, traditions, and perspectives of that place or people be perpetuated? As a child growing up in Hawaiʻi, a keiki to a makua kāne Hawaiʻi (Hawaiian father) and a makuahine Haole (Caucasian mother) I realized that there was a very large disconnect to my Hawaiian culture, sense of being and a strong want to know about so many things that my father was unable to explain, did not know, or understand. I wanted so much to know the meaning of the songs my father would often sing or why the hula was performed and what the motions meant, which still could not be explained. Why were the foods we ate so special, the customs or traditions we practiced and held on to, like gathering limu, making imu, or preparing for a lūʻau, or surfing carried on? Many questions like these circled my mind. Unfortunately, this understanding would not unfold for me until I was an adult and many of these things were learned through an academic setting rather than in my childhood or having it passed on as it had been practiced during the time of my kūpuna.

Fast forward to today, the journey of reconnecting and rediscovering my past and carrying the traditions of my kūpuna has come full circle. I have gained the means and the ‘ike (knowledge) to ensure the future of my language and culture through my own ‘ohana, keiki and haumāna I have contact with and connected to. The task of taking on the kuleana is on that I am excited for, committed to and fell that this is who I was meant to be or destined for. Education has become the vehicle in which I am able to use in order to deliver, connect with and make relevant for the wahi pana (significant places), ‘āina (land), kai (sea), lāʻau (plants) and animals, the mele, oli, games, practices, protocols and traditioins we, along side our haumāna, live in.

My personal manaʻo (thoughts) and reflection to learning in the time of our kūpuna, is that it was based on necessity and was purposeful to ensure the future of its people, traditions, customs, and practices. Today, Western education is conducted and delivered in a compartmentalized manner such as Math, language arts, the Arts, Physical Education or Science. I have recently come to believe that the educational system is now recognizing and realizing that culture is and can be an intricate part of the learning continuum that other disciplines are interrelated and can be integrated seamlessly with very little effort. The ability to see and understand how this is possible is based on a strong platform for sense of place, self-identity, and connection to place culture.

My career goal is to continue on the path of being a life-long learner and seek opportunities to be a better teacher and staying relevant in the fields of educational technology. Throughout my time with Kealapono, I want to continue to collaborate with my DOE partnered kumu building capacity, strengthening skill, strategies and ‘ike Hawaiʻi (Hawaiian knowledge) in order to connect with as many disciplines throughout the communities. I will also seek out ways to incorporate the resources, skills and knowledge that I have gained since moving to Hawaiʻi and the various departments I have worked with in Kamehameha. Keonepoko Elementary kumu and administration have been very receptive to the services and resources we provide and it is because of this I am energized which has rejuvenated my commitment and dedication of our founder, Ke Aliʻi Pauahi Bishop’s educational mission and vision for Hawaiʻi’s keiki.