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Narrative inquiry is a method by which "silenced voices" may be heard. In this study, eight Native Hawaiian teachers share their experiences of the Hawaiian Language Immersion Program (HLIP), or Papahana Kaiapuni, within the Hawai‘i public school system. The teachers describe change over time in HLIP with a focus on technology and their perceptions of how it has enhanced preservation of the Hawaiian language. By giving voice to their views on indigenous culture and teaching, the stories provide a rich and nuanced view of growth and school reform as framed by the teachers' own words. Themes of commitment to students and community, and a renewal of Hawaiian language and culture are central elements in each teacher's story. Technology is seen as a tool that can be adapted to meet the demands of the schools and community, but only when shaped by Hawaiian values and intentional human agency.
Hawaiian Language, Immersion Schools, Native Hawaiian, Teaching, Technology, Narrative Research, Storytelling
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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Yong, D. L., & Hoffman, E. S. (2014). Teacher Technology Narratives: Native Hawaiian Views on Education and Change. The Qualitative Report, 19(8), 1-27. https://doi.org/10.46743/2160-3715/2014.1269
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