MY Hanahau‘oli A Commitment to Diversity and Improving the Lives of Others Diversity, Equity, and Inclusion (DEI) Work at Hanahau‘oli School ~ by Jingwoan Chang and Amber Strong ‘89 Makaiau
In 2019, Hanahau‘oli faculty and staff visited more than 20
progressive schools across the country. This was the ambitious Hele A‘o (Learning Journey) initiative, and the purpose was to spark new ideas, inspire innovation, and plant seeds for future growth at our beloved school. Among the key takeaways from Hele A‘o was a desire to learn more about social justice as it pertains to progressive education. At a number of schools, Hanahau‘oli faculty and staff saw teachers referring to students as “changemakers.” They also observed language related to diversity, equity, and inclusion as a fully integrated part of progressive school curricula. Above all, the students were able to articulate ways in which they were promoting social justice, and were taking action in their communities. John Dewey tells us that a defining feature of progressive educators is their “acquaintance with a changing world” (Dewey, 1938, p. 20). The events we lived through since 2019 highlight the moral responsibility all educators have to implement diversity, equity, and inclusion (DEI) work in schools. However, the idea of DEI is not new in schools or progressive education. In fact, concepts like justice and informed action, which aim to bring about systemic change, have always been at the heart of the progressive education movement. Furthermore, the current moment reminds us that social justice in education is ongoing work that requires continuous reflection and growth. This is evident in the history of Hanahau‘oli School. Over the years, diversity, equity, justice, inclusion, and action have been woven into the fabric of our school culture and curriculum, in response to a changing world. Examples shared by Peters (2018, 2019) include: n 1920 - School structures, daily routines, and traditions are grounded in community, shared governance, democractic values, and civic engagement n 1930 - Thanksgiving, originally focused on the traditional Pilgrim story, became Makahiki--one example of the school’s commitment to place-based and multicultural learning n 1940 - Local and international community service projects are incorporated into schoolwide and individual class curricula, including student-led fundraising for identified causes, distribution of resources, and natural restoration projects n 1950 - Hanahau‘oli admissions process is studied and refined, affirming the school’s commitment to a “variety of children and individual diversity” n 1960 - Board of Directors adopts a statement of
“Hanahau‘oli Aims and Ideals,” which reiterates founding principles such as “to listen thoughtfully, to live and work happily in a group which appreciates democratic values, and to understand self and others” n 1970 - Multiage classrooms proposed as a way to formalize the school’s commitment to serve the unique nature of each child, and honor that children learn at different rates and in different ways n 1980 - Christmas program becomes a more inclusive Holiday Program aimed at teaching about diverse holiday traditions, religions, and world cultures through music and movement n 1990 - Kulāiwi social studies unit on families is expanded to include examples of diverse family structures n 2000 - Racial injustice and the civil rights movement is incorporated into the 6th grade curriculum n 2010 - Kukunaokalā social studies unit on shelters addresses houselessness and engages children in taking informed action at projects like Kahauiki Village, a transitional housing community n 2020 - All-gender bathrooms are adopted school-wide, and the school community engages in teaching and learning related to gender equity and inclusion This ongoing work in social justice education at Hanahau‘oli School was reinforced by the thoughtful reflections from the Hele A‘o school visits and the growing momentum around DEI movements nationally. These factors inspired a team of 13 faculty and staff to volunteer for a DEI Thinking Team, a group that attends to issues of diversity, equity, and inclusion, with a focus on how children and adults at Hanahau‘oli School can continue “to learn about, [and] to put into action, a commitment to diversity and to improving the lives of others’’ (Kohn, 2008). One initiative addressed by the DEI Thinking Team in the 2020-2021 school year was gender identity and expression in our community. On the Northern California Hele A‘o journey, DEI team members Sarah DeLuca, Jennifer Stierli, Lia Woo, and Veronica Kimi observed 1st and 5th grade buddies at Park Day School in Oakland, California introducing their names, hobbies, and gender pronouns with confidence and ease. Similarly, teachers visiting other schools from the Pacific Northwest to the East Coast noted with awe the inclusive messages emblazoned on classroom walls about gender identity and empowerment. Hanahau’oli faculty and staff also saw numerous examples of schools with all-gender bathroom policies. These efforts to “move beyond the pink/blue binary to support students who don’t conform to narrow gender norms” (Kilman, 2013) struck our teachers as profound, yet age-appropriate, ways to promote a community that embraces diversity with action. Established research supports the importance of early conversations about gender identity and inclusivity across the curriculum (Goldfarb & Lieberman, 2020). A 2009 report found that “nearly 90 percent of transgender youth surveyed had Summer 2021 <
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MY Hanahau‘oli experienced verbal harassment at school because of their gender expression.” Others felt unsafe or experienced physical harassment (Kilman, 2013). Drawing on research and gender inclusive practices at other progressive schools, the DEI team led faculty meetings to share their learning. They also developed a Gender Spectrum Conversations Resource Guide for Hanahau’oli faculty and staff so that individual teams could lead age-appropriate conversations with their homegroups. In the Junior Kindergarten classroom where anti-bias teaching starts at the young age of four and five, students used literature to spark curiosity, conversation, and understanding about the concepts of identity, diversity, and inclusion. For example, “ALL ARE WELCOME” was a big idea in the book Neither. The children then brought that idea into their classroom agreements and came up with examples of how to welcome others into all aspects of life. Kukunaokalā students made similar connections to their classroom agreements, and created signs of inclusiveness that went up around the school.
as a boy, nor a girl, but as being “in the middle.” This assembly, a community-wide event to introduce the all-gender bathrooms, laid the groundwork for age-appropriate language related to gender identity. It also deepened conversations around inclusivity, respect, and community. After hearing Ho‘onani say, “I’m not one or the other, boy or girl, I’m both,” a Junior Kindergarten child reflected, “I learned so much and it helped me understand who I am better. And I’m in the middle because I like girl things like wearing dresses. And I’m a boy. I’m both!” School counselor John Kim also worked with 6th grade teachers and P.E. teacher Jewel Toyama to make connections between the existing health curriculum and concepts of gender identity and expression. Since then, teachers have continued to engage students in ongoing conversations related to these topics through literature, art, and music. To support this work on campus and to extend professional
As students learned to speak more inclusively and confidently
learning around these issues within the broader community-the Hanahau‘oli School Professional Development Center hosted a number of social justice education programs including workshops, courses, and public talks: n Leaders of Social Justice in Education about gender expression and identity, they began using bathrooms according to cohort location, without regard for gender, while respecting the pandemic safety bathroom protocols. In December 2020, Hanahau‘oli School facilities staff replaced the existing “Boys’’ and “Girls’’ bathroom signs around campus with “All-Gender Bathroom” signs. After winter break, all students gathered for a virtual assembly to hear the story of Ho‘onani Kamai, a local student who identifies neither
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Stepping Stones - Hanahau‘oli School
n Learning for Justice: Essentials for the K-12 Classroom n We Have Diversity, We Have Equity, We Have Inclusion: What We Really Need is Change n Moving From Theory To Practice: Using the Social Justice Standards in Anti-Bias Classrooms n Creating Affirming and Just Schools: The Gender Spectrum and Best Practices for Serving LGBTQ Youth Each of these programs sent the resounding message that the work of promoting diversity, equity, and inclusion must be personal, grounded in community, and most importantly, ongoing. While pandemic response took up much of our attention in the 2020-2021 school year, we are proud that Hanahau‘oli continued its social justice work in building a strong foundation for a diverse, inclusive, and sustainable democracy. Events
occurring outside our mock orange hedge also reinforced the critical role that schools can play in creating a better future society. Through Hele A’o, extended research, and reflection, we learned that social justice work in schools is relevant at all ages and grade levels, and that we must be proactive in initiating these conversations with kids, instead of waiting for events to occur or for students to ask:
Mahalo to all the members of the Diversity, Equity and Inclusion Committee in the 2020-2021 school year: Sarah Deluca Maia Dosland Noreen Varney Gabby Holt ‘02 Alex Salas ‘07 Lia Woo ‘88 John Kim Jenn Stierli Veronica Kimi Jewel Toyama
Waiting until you hear something from the children to
Derman-Sparks, L. and Edwards, J. O. (2016). The Goals of Anti-bias Education: Clearing Up Some Key Misconceptions. Exchange, 14-16.
do anti-bias education promotes silence - and abdicates teacher responsibility. It means allowing children to figure out some of the most difficult issues in our society on their own. (Derman-Sparks & Edwards, p. 16)
As we look forward to future work on campus, the DEI Thinking Team is excited to become a formal committee, meeting regularly to support the Hanahau‘oli community. These conversations will continue to be grounded in our school-wide beliefs of “respect and responsibility to self and others,” along with a continued commitment to progressive education for a just, sustainable, and diverse democracy.
References
Dewey, J. (1938). Experience and Education. Simon and Schuster. Goldfarb, E. S. and Lieberman, L. D. (2020). Three Decades of Research: The Case for Comprehensive Sex Education. Journal of Adolescent Health 68(1), 13-27. Kilman, C. (2013). The Gender Spectrum: Move Beyond the Pink/blue Binary to Support Students Who Don’t Conform to Narrow Gender Norms. Learning for Justice Magazine (44). Kohn, A. (2008). Progressive Education. Independent School Magazine. Peters, R. G. (2018). 100 Years of Joyous Work: Hanahau‘oli School 1918-2018. Hanahau‘oli School. Peters, R. G. (2019). Hanahau‘oli School: 100 Years of Progressive Education. Mutual Publishing.
My Reflection on the School Year ~ by Dr. Mike Travis, 2020/2021 Ke Kahawai Kulāiwi Teacher Director of Curriculum & Innovative Technology
“Sometimes you will never know the value of a moment, until it becomes a memory.” ~ Dr. Seuss
It was August 12, 2020, one week before the official start of
school. I just finished moving all of my curriculum books and equipment from the Collaborative Studio to the Professional Development Center. With the rising number of COVID-19 cases on the islands, the Collaborative Studio would now become a Kukunaokalā classroom. On that day, the Pandemic Response Task Force met virtually and decided we needed to reduce the cohort sizes even more, which required more teachers. After the meeting, Ms. Woo called and asked if I was willing to teach a Kulāiwi class. I hesitated for just a moment. Having taught for almost 20 years, my experience was mostly at the middle and high school level; however, I knew this would be a great learning opportunity. I agreed to the new role knowing that I would have to change my mindset quickly in preparation for remote learning starting in a week. Ke Kahawai or “flowing river,” my homegroup name, was a perfect metaphor for me as a lifelong learner. I have never been stagnant in my life. I always look for new opportunities to learn and grow. Like a flowing river, I seek new challenges and this was a perfect opportunity for me, in a time of great struggle around the world.
Dr. Travis with members of Ke Kahawai on Teacher Appreciation Day.
It would also allow me to help children and families. As I sit here on the second floor of the library, it is now quiet. It is less than a week after Slipper Toss, and I can’t help but smile. I am smiling with the joy the Ke Kahawai students brought to me every day with their excitement for learning, their love of Legos, their creative game play, and their endless amounts of energy. I will miss the excited voices of the students calling, “D.T.” (Dr. Travis) when they wanted to share something with me or they had a question about an assignment. In the midst of a pandemic, wearing face masks and safety goggles day in and day out, my students thrived! The Kulāiwi teachers provided support and encouragement throughout the year, helping me grow as Summer 2021 <
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