This study investigates the fundamental values, beliefs, and principles that guide the leadership of Native Hawaiian principals (poʻokumu) in Hawaiian-focused charter schools. Through an ethnographic case study approach, the lived experiences of seven poʻokumu/poʻokula (out of fourteen possible participants) were meticulously gathered via surveys and individual and group interviews and subjected to a thorough coding process. The research uncovered key themes in modern Kanaka ʻōiwi (Native Hawaiian) leadership. The study found that all participants prioritized the integration of ʻIke, ʻŌlelo, and Nohona Hawaiʻi (Hawaiian knowledge, language, and way of life) with academic content to educate their haumana (students). In addition, all principals emphasized haumana-centered learning, kaiāulu (community) collaboration and support, and transformational leadership. They highlighted the importance of developing kumu (teachers) to implement Hawaiian culture-based education. Furthermore, the principals underscored the concept of kuleana hana (sense of responsibility) as central to their leadership. These findings provide significant insights into Indigenous leadership and the role of culturally responsive education in Hawaiian-focused charter schools. The study's implications suggest that embracing Indigenous values and practices can enhance educational leadership and foster an environment that supports academic excellence, indigenous knowledge, and cultural preservation.

Pan-Indianism is an ambiguous and controversial concept. There is confusion regarding what the concept means and what purposes it serves. Some scholars describe resistance as the core tenet of pan-Indianism, focusing on the historical intertribal alliances formed to fight colonial powers. Others argue that it homogenizes Indigenous cultures and perpetuates stereotypes and appropriation. Despite these discrepancies, pan-Indianism remains consistently associated with urban spaces. This article explores this association by tracing pan-Indianism to an area of scholarship known as acculturation studies and argues that pan-Indianism functions as a grammar of colonialism.

Book review

Book review

Book review