As the only high school in a community of approximately 45,000 people, Konawaena High School in Kealakekua, Hawaii, shared many of the concerns of other schools in major cities and small urban communities. The absentee rates were climbing higher, the number of students opting for going to work or merely going home at lunch was increasing, and a general lack of school spirit seemed to be the attitude among many students. How could we turn these young people back on to education? What did these students need to know and be able to do to become contributing members of this community?
We then asked community leaders and businesspeople these questions. The answer seemed simple: Just teach them to communicate and use technology well. But we had to determine what wasn't working for our students—even though we felt we were already teaching them reading, writing, speech, and computer skills. The difficulty lay in the curriculum format. Students were not excited about taking classes and sitting in rooms, day after day, with no understanding of why they had to learn these things. We knew we had to do something to make today come alive for these young people. An opportunity to do just this fell into our laps, and we were lucky enough to recognize it.
Seeking the Culture of Yesteryear
Our students, many of whom are of part-Hawaiian ancestry, want careers but will have financial difficulty seeking a higher education. We knew we must find ways to prepare these students to live and work productively within our community. Our answer was to turn to the native culture of these students in Kona, Hawaii—the Hawaiian culture of yesteryear.
For us, it began with a double-hulled canoe, which brought back to our students a zeal for learning, a desire to learn more about their cultural roots, and a willingness to work hard. "My grandmother always told me to stay attached, and what I learn, I pass it down. I have told my father I will stay committed," says Lyla Kaupu, a 17-year-old student from the small fishing village of Miloli'i. She and 150 other students have become committed to Ho'ala Na Pua, a multidisciplinary program focused on the Hawaiian culture and voyaging.
Awakening to a Canoe
In 1995, we introduced the students to the canoe E'ala, which a small community on another island in Hawaii had built. E'ala, which means awaken, accomplished its purpose. It awakened in a group of students and their advisors the excitement of learning through a hands-on, integrated system.
Using the metaphor that the canoe is their island, the students learn on a small scale what they will need to succeed in their island community. They learn the core abilities required for a successful transition into the adult community—acting responsibly, thinking critically and creatively, valuing the self positively, working productively, learning effectively, communicating clearly, and working cooperatively.
When training on the canoe, students constantly deal with the possibility of a life-or-death scenario. They learn to work together as a team, and each becomes both a teacher and a student. They realize that everyone has something to offer. All students become contributing members of this society, and their feelings of self-worth grow.
Because of the importance of safety while on the ocean, the students learn to think quickly and critically. For example, while running through their "man overboard" drills, they immediately realize how quickly they could lose sight of their classmate treading water as the canoe speeds away. As they assess the situation, they learn to make judgment calls of a kind that other curriculums have rarely demanded. Cecil Cacal, a junior, wanted to be a part of the program because, as he said, "My grandfather and other relatives were all 'fisher people' and I want to take it up a level and learn to sail."
Learning on Both Land and Ocean
Ironically, in this seafaring program, we spend the majority of our time in the classroom—as well as on campus. We provide hands-on activities through our School-to-Work Opportunities curriculum, which emphasizes that the people on the land must work to support those on the ocean. The young people learn agricultural methods like organic gardening. They cultivate and harvest their own taro beds, and they learn to prepare a Hawaiian staple by making poi (a native dish that is used as the potato is used in other areas of the country). To make poi, the students use an extra-large fruit pulper, which they purchased through Business-Education Partnership funds. Then the students secure loans from their business partners to start up their own commercial ventures. These same volunteers also bring guest speakers to discuss the requirements for successful careers.
Ho'ala also has an extensive marine science component. Students have an aquaculture business selling escargot and tilapia fish. They must perform community service every month and have adopted anchialine (brackish water) cleanup in community ponds. These ponds have become overgrown with introduced species, which have forced the native ones underground. By cleaning out the unwanted fish and plant growth, the students watch the red shrimp ('opae ula) and other animals return to the ponds. These cleanups are performed in conjunction with members of the Department of Land and Natural Resources, who instruct students on cleanup methods and fish introduction.
Community Support of the Core Curriculum
Through all these activities, the students learn an integrated core curriculum of language arts, mathematics, science, and social studies. When preparing their oral reports, computer-generated presentations, and research projects, students reach out into the community for assistance from other professionals and business leaders.
The response has been tremendous. The number of people willing to work with the students is increasing because the students are asking for help. Many of these people admit that they have always wanted to help the schools but were waiting for someone to ask. Ernest Reyes, a retired construction worker, helps students with their cultural studies, as well as their agricultural work. He tells the students: "I want to share what I know, and as you learn from me and the other elders, we will learn from you."
In addition to the financial help for their small businesses, students have received the most important assistance of all—time from the adults in their community, who come to share their wisdom and knowledge. Through their interactions with many people, students realize that knowledge comes from all kinds of schools.
Setting Goals
In developing our curriculum, we address the five competencies (resources, interpersonal, information, systems, and technology) from the SCANS 2000 report. We closely follow the National Career Development Guidelines in developing the students' Career Assessment Portfolios. All seniors must prepare portfolios as a culminating activity of their four-year guidance program.
We also discuss the Hawaii Competency and Performance Standards with the students so that they realize why they take a core curriculum. And because the students have a voice in their own curriculum development, they gain a sense of ownership and want to see their program succeed. As the navigator and captain of the canoe put it, "The best thing you bring to the program is a part of yourself."
We are finding success through this program as the young people continue to voyage on the double-hulled canoe. For example, 53 percent of Ho'ala students go on to post-secondary schools—even though 42 percent of students in the program were considered at risk. Students are currently learning to sail on the canoe Makali'i (Eyes of the Chief) under the guidance of the sailors of Na Kalai Wa'a (The Canoe Builders). The teachers, working alongside the volunteer community members, have instilled in these students the willingness to work hard, to set goals, and to dream for a better tomorrow in Hawaii. And as student Jessica Goodwin says, "These people have become like my family; these adults are like my parents."
