The Kanaka Maoli: Native Hawaiians and Their Testimony of Trauma and Resilience

McCubbin, Laurie D.; Ishikawa, Michele E.; McCubbin, Hamilton I.

doi:10.1007/978-0-387-73285-5_9

Cited by 25 publications

(29 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The support of family members is a significant protective factor for the wellbeing of youth (Arafat & Musleh, 2006;McCubbin, Ishikawa, & McCubbin, 2008), and the students in this study identified several factors specific to family assistance. Family members previously resettled in Canada offered scaffolding and guidance into the new culture.…”

Section: Family Supportsmentioning

confidence: 69%

Resilience Through Storytelling in the EAL Classroom

Geres¹

2017

TESL Canada

View full text Add to dashboard Cite

English as an Additional Language (EAL) teachers o en become the trusted confidants of students who experienced forced migration. Although teachers are not typically trained to be counsellors or encouraged to take that role, what they do in the classroom can have a great influence on their students’ well-being (Pipher, 2002). In fact, teachers and schools can be major factors in building resilience and creating opportunities for adjustment (Pike, Cohen, & Pooley, 2008). When teachers provide strategies for well-being, youth are more likely to have the capacity to cope with tremendous social, educational, and emotional change. One classroom strategy to promote resilience is storytelling. In addition to storytelling being a viable strategy to encourage language learning (Freeman, Freeman, & Mercuri, 2002) and address emotionally diffcult issues for the writer (Hong Kingston, 2006), hearing youths’ stories can build community support (Theron et al., 2011). This article describes a study to explore how teachers of secondary students who were new to Canada used storytelling and what stories the students wanted to tell. The results of the study are discussed in regard to teachers’ reflections on storytelling with EAL students. Les enseignants d’anglais langue additionnelle (ALA) deviennent souvent les con dents dèles des élèves qui ont subi un déplacement forcé. Même si typique- ment les enseignants ne reçoivent pas de formation ou d’incitation pour devenir conseillers, ce qu’ils font en classe peut avoir une grande influence sur le bienêtre de leurs élèves (Pipher, 2002). En fait, les enseignants et les écoles peuvent constituer des facteurs importants dans l’accroissement de la résilience et la création d’occasions pour l’adaptation (Coventry, Guerra, MacKenzie, & Pinkney, 2003; Ingleby & Watters, 2002; Pike, Cohen, & Pooley, 2008). Quand les enseignants o rent des stratégies visant le bienêtre, les jeunes sont plus aptes à avoir la capacité de faire face aux changements profonds sur les plans social, éducationnel et affectif. Une stratégie pédagogie qui améliore la résilience, c’est celle de raconter des histoires. En plus de représenter une stratégie viable pour stimuler l’apprentissage des langues (Freeman, Freeman, & Mercuri, 2002) et aider le raconteur à affronter des questions difficiles (Hong Kingston, 2006), le partage de récits peut accroitre le soutien de la communauté (Theron et al., 2011). Cet article décrit une étude portant sur l’emploi de récits par des enseignants au secondaire et sur les histoires que leurs élèves, de nouveaux arrivants au Canada, ont choisi de partager. Les résultats de l’étude sont discutés en fonction des réflexions des enseignants sur le partage de récits avec des élèves d’ALA.

show abstract

Section: Family Supportsmentioning

confidence: 69%

Resilience Through Storytelling in the EAL Classroom

Geres¹

2017

TESL Canada

View full text Add to dashboard Cite

show abstract

“…Colonization has had a negative and cumulative effect on the health of Native Hawaiians (McCubbin, Ishikawa, & McCubbin, 2008). Similar to AIs/ANs, Native Hawaiians are more likely to have poorer physical and mental health (Carlton et al, 2006).…”

Section: Resonated In His Book Ka Lama Kukui Hawaiian Psychology: An mentioning

confidence: 99%

Chapter 8. An Indigenous Narrative of Resilience: Malama ko Aloha

Johnson

Beamer²

2013

Substance Use & Misuse

View full text Add to dashboard Cite

Many indigenous cultures use storytelling as the foundation for the transmission of important cultural information. Stories passed down from generation to generation sometimes teach, record history, provide examples, or inform. One important function of storytelling is the transmission of stories about cultural resilience illustrating how a cultural group has kept strong in the face of adversity. This article shows how storytelling in the Hawaiian culture has been used for this purpose and how the Beamer family has served as the master storytellers of their culture, keeping the culture and traditions alive through their music, dance, and stories.

show abstract

“…Hishinuma et al also found that Native Hawaiian youth had a more positive ethnic identity when the Hawaiian way of life was taught through the family. The importance of the family in the Hawaiian culture is suggested to be the reason for this (Hishinuma et al, 2000; McCubbin, Ishikawa, & McCubbin, 2007). The family oriented value system (i.e., ‘ohana system) that is pervasive within the Native Hawaiian culture promotes interdependence among immediate and extended family members, and influences their values, beliefs, and behaviors (Miike, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Pono also extends into the very being of the person. This means that the individual is expected to “behave in a pono way,” that is, to do things that are “right” and “just,” and to extend that thinking and goodness to their relationship with others (McCubbin et al, 2007). Along with pono and lokahi , other important Hawaiian values such that of aloha (affection, love), and kōkua (helping others), are key cultural values that are significant in understanding the Native Hawaiian culture (McCubbin, 2003; McCubbin et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This means that the individual is expected to “behave in a pono way,” that is, to do things that are “right” and “just,” and to extend that thinking and goodness to their relationship with others (McCubbin et al, 2007). Along with pono and lokahi , other important Hawaiian values such that of aloha (affection, love), and kōkua (helping others), are key cultural values that are significant in understanding the Native Hawaiian culture (McCubbin, 2003; McCubbin et al, 2007). This study examined how these traditional cultural practices and values are manifested in the lives of modern-day Native Hawaiian youth within rural communities, and how they used these concepts to cope with difficult or challenging drug related problem situations in their homes, schools, and communities.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

‘A‘oleDrugs! Cultural Practices and Drug Resistance of Rural Hawai`ian Youths

Po'a-Kekuawela

Okamoto

Nebre

et al. 2009

Journal of Ethnic And Cultural Diversity in Social Work

View full text Add to dashboard Cite

This qualitative study examined how Native Hawaiian youth from rural communities utilized cultural practices to promote drug resistance and/or abstinence. Forty-seven students from 5 different middle schools participated in gender specific focus groups that focused on the cultural and environmental contexts of drug use for Native Hawaiian youth. The findings described culturally specific activities that participants used in drug related problem situations. The findings also suggested that those youth with higher levels of enculturation were able to resist drugs more effectively than those youth who were disconnected from their culture. The implications of these findings for social work practice are discussed.

show abstract

The Kanaka Maoli: Native Hawaiians and Their Testimony of Trauma and Resilience

Cited by 25 publications

References 25 publications

Resilience Through Storytelling in the EAL Classroom

Resilience Through Storytelling in the EAL Classroom

Chapter 8. An Indigenous Narrative of Resilience: Malama ko Aloha

‘A‘oleDrugs! Cultural Practices and Drug Resistance of Rural Hawai`ian Youths

Contact Info

Product

Resources

About