HAWAIIAN STUDIES 330: FALL 2015
Native Hawaiian Traditions in Literature (Towards
an Authenticity Cultural Identity)
Monday/Wednesdays 12:00 pm – 1:15 pm
Kimo Armitage, kimo.armitage@gmail.com
Kamakakūokalani 103B
Office Hours: M/W 1:30-3 pm, and by Appointment
Purpose of
Course:
Native Hawaiian Traditions in Literature discusses how texts contribute to the kind of consciousness that helps liberate Hawaiʻi from prevailing, externally generated definitions of our past, present, and future. The class will discuss theoretical frameworks, main features, historical contexts, and cultural contexts out of which this literature has come. Further, there is vigorous discourse about the ability of scholars and critics from diverse backgrounds to define and account for the literatures of indigenous cultures within the hybridized literary landscape and academic discourse. Questions over who may assume the authority to speak "truthfully" and "authentically" about indigenous perceptions and identity mires the ability of all indigenous voices to share their cultural worldview. In the vexed U.S. context, where the ongoing colonial/postcolonial status of indigenous cultures and nations is hotly contested, the debate often turns on the very possibility of continuous, "authentic" indigenous identities. This class will look at a variety of texts with the goal of perceptually mapping out an “authentic” Hawaiian identity.
Native Hawaiian Traditions in Literature discusses how texts contribute to the kind of consciousness that helps liberate Hawaiʻi from prevailing, externally generated definitions of our past, present, and future. The class will discuss theoretical frameworks, main features, historical contexts, and cultural contexts out of which this literature has come. Further, there is vigorous discourse about the ability of scholars and critics from diverse backgrounds to define and account for the literatures of indigenous cultures within the hybridized literary landscape and academic discourse. Questions over who may assume the authority to speak "truthfully" and "authentically" about indigenous perceptions and identity mires the ability of all indigenous voices to share their cultural worldview. In the vexed U.S. context, where the ongoing colonial/postcolonial status of indigenous cultures and nations is hotly contested, the debate often turns on the very possibility of continuous, "authentic" indigenous identities. This class will look at a variety of texts with the goal of perceptually mapping out an “authentic” Hawaiian identity.
Student
Learning Objectives:
Know our
genealogical ties to Papahānaumoku, our earth mother, and ko Hawaiʻi paeʻāina as our ancestral homeland.
●
To expose
students to the Native Voice and how it articulates its relationship to its
environment;
●
To look at
creation narratives in order to generate discussion about genealogy;
●
To research the
multitudes of environmental phenomena
Kanaka
Maoli are one Lāhui connected by our one ancestor Hāloa across nā kai ʻewalu
●
To look at works
printed from different islands to determine commonality;
●
To study
religious metaphor in Hawaiian literary texts.
History, Culture,
and Politics in academic and non-academic settings:
●
To expose
students to indigenous literary traditions;
●
To decode
historic, cultural, and political metaphor in Hawaiian texts;
●
To increase
familiarity that students can discuss these terms outside of an academic
setting;
●
To reinscribe
Kanaka Maoli literary traditions in Hawaiʻi and abroad.
The
interconnectedness of all knowledge, contemporary and ancestral, from a Kanaka
Maoli point of view:
●
To
reterritorialize the Kanaka Maoli literary landscape by studying authentic
texts;
●
To articulate historic and contemporary models
of Hawaiian literature.
●
To be able to
analyze indigenous, economic, organizational models, assessments, and design.
●
To teach students
about the different literary forms that exists in the Hawaiian canon.
Course
Content:
1. Complete
readings.
2. Participate in
blog.
3. Participate in discussions
3. Participate in discussions
CLASS
SCHEDULE AND ASSIGNMENTS
|
Date
|
Class Number
|
Topics
|
Course Readings
and Assignments
|
|
1/09
|
1 Monday
|
Introductions;
an overview of the course objectives; class requirements, grading, and class
philosophy. You will receive information on setting up a gmail account (if
you do not already have one).
|
Blog:
Take a selfie and post it on the blog. Tell us your name and something
interesting about your self.
|
|
1/11
|
2 Wednesday
|
Hawaiians and
Literature. The Kumulipo: Understanding Kanaka Maoli worldview through its
literature.
|
The Kumulipo:
An Hawaiian Creation Myth. (Laulima) Pages 1-24
(Wā 1- 8)
|
|
1/16
|
Holiday-Martin
Luther King Jr. Day
|
||
|
1/18
|
4 Wednesday
|
Writing Activity
|
Blog: Construct
15 lines of a “genealogy chant” inspired by the kumulipo. Explain this
creation chant you have just created.
|
|
1/23
|
5 Monday
|
Environmental phenomena as cultural metaphors.
|
Kumulipo Pages 24 – 79. (Wā 9-16)
|
|
1/25
|
6 Wednesday
|
Writing Activity
|
Blog: Makawalu 5 kumulipo pairs. Post a picture with your write up.
|
|
1/30
|
7 Monday
|
Literary Tools:
What are Hawaiian literary tools and customs? Archetypes?
|
Hoʻoulumahiehie. Chant
|
|
2/1
|
8 Wednesday
|
Writing Activity
|
Blog: Makawalu
a chant. Post a picture of your diagram with your write up.
|
|
2/06
|
9 Monday
|
Cosmogonic narratives as a map for
understating Native Hawaiian worldview.
|
Hoʻoulumahiehie. Chant
|
|
2/08
|
10 Wednesday
|
Writing Activity
|
Blog: Makawalu
a chant. Post a picture of your diagram with your write up.
|
|
2/13
|
11 Monday
|
Medicine and
Healing Protocols: What are cultural determinants of (perfect) health.
|
Hoʻoulumahiehie. Chant.
|
|
02/15
|
12 Wednesday
|
Essay 1 Due:
Peer Review
|
|
|
02/20
|
13 Monday
|
Holiday:
President’s Day -- No Classes
|
|
|
2/22
|
14 Wednesday
|
Essay 1
Due
|
|
|
2/27
|
15 Monday
|
Inferring Duty
and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and
Kamehameha.
|
Kamakau, Samuel
M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha
Schools Press, 1992. Pages 22-77. (Laulima)
|
|
3/1
|
16 Wednesday
|
Writing Activity
|
|
|
3/6
|
17 Monday
|
Inferring Duty
and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and
Kamehameha.
|
Kamakau, Samuel
M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha
Schools Press, 1992. Pages 78-141. (Laulima)
|
|
3/8
|
18 Wednesday
|
Writing Activity
|
|
|
3/13
|
19 Monday
|
Inferring Duty
and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and
Kamehameha.
|
Kamakau, Samuel
M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha
Schools Press, 1992. Pages 142-168. (Laulima)
|
|
3/15
|
20 Wednesday
|
Essay 2 Due:
Peer Review
|
|
|
3/20
|
21 Monday
|
Essay
2: Due
Contemporary
Hawaiian Literature: The Native Voice in contemporary times.
|
Armitage,
Kimo. The Healers. Honolulu, U of
Hawaii P, 2016.
|
|
3/22
|
22 Wednesday
|
Writing Activity
|
|
|
|
Spring Break -
No School March 27 - March 31
|
||
|
4/03
|
23 Monday
|
Contemporary
Hawaiian Literature: The Native Voice in contemporary times.
|
Armitage,
Kimo. The Healers. Honolulu, U of
Hawaii P, 2016.
|
|
4/05
|
24 Wednesday
|
Writing Activity
|
|
|
04/10
|
25 Monday
|
Contemporary
Hawaiian Literature: The Native Voice in contemporary times.
|
Armitage,
Kimo. The Healers. Honolulu, U of
Hawaii P, 2016.
|
|
04/12
|
26 Wednesday
|
Writing Activity
|
|
|
04/17
|
27 Monday
|
Contemporary
Hawaiian Literature: The Native Voice in contemporary times.
|
Handout
|
|
04/19
|
28 Wednesday
|
Writing Activity
|
|
|
04/24
|
29 Monday
|
Contemporary
Hawaiian Literature: The Native Voice in contemporary times.
|
Handout
|
|
04/26
|
30 Wednesday
|
Writing Activity
|
|
|
05/01
|
31
Monday
|
Essay 3
Due: Peer Review
|
|
|
05/03
|
32
Wednesday
|
Essay 3
Due:
|
|
Assessment/Grading:
Your grade for
this course will be based on the following assessments:
Assignment Points
Possible
Essay 1 100
Essay 2 100
Essay 3 100
Participation (participation + misc. activities) 200
Total Possible 500
Attendance and Participation:
Attendance is mandatory. However, it is acknowledged that illness sometimes occurs. As such each student will be given two absences; anything more than that will result in your grade being lowered by one letter grade per occurrence. If any student misses more than 4 classes, even if they have completed their assignments, will not pass this class. Participation is also an integral part of your experience in this class. Expect to contribute daily in class discussions.
Cookie Policy:
A zen class
atmosphere with collaboration, discussion, and respect is what we should aim
for. Put your phones away. If your phone beeps, or rings, or if you are
distracted by it and must steal a glance means that you must bring cookies to
the next class for the entire class (and professor!!). We will hold you to
this.
Title IX Policy:
Please refer to the UH Mānoa Policies and Procedures, <http://manoa.hawaii.edu/titleix/policies.html.>
for detailed information on the UHM campus Title IX policies.
The
Kamakakūokalani Center for Hawaiian Studies recognizes the inherent dignity of
all individuals and promotes respect for all people. Sexual misconduct will NOT be tolerated. If you have been the victim of sexual
misconduct, we encourage you to report this matter promptly. As a faculty member, I am interested in
promoting a safe and healthy educational environment, and should I learn of any
sexual misconduct I must report the matter to the Title IX Coordinator, who
oversees the University’s centralized review, investigation, and resolution
process for reports of sexual misconduct, and also coordinates the University’s
compliance with Title IX.
If you want
direct services offered by confidential resources within the University, you
are encouraged to contact the following resources:
University Health
Services Mānoa | 808.956.8965 | 1710 East-West Road
Counseling &
Student Development Center | 808.956.7927 | 2600 Campus Road QLCSS 312
Office of Gender
Equity | 808.956.9977 | 2600 Campus Road QLCSS 210
These are only a
few of the many resources available. For a more comprehensive list, please see
the Student Handbook and the following link:
http://manoa.hawaii.edu/genderequity/resources/
(b) Content
Warning: Some of the materials covered in this course might remind you of
upsetting experiences that you, or a friend or family member, have gone
through. If you would like to talk to
someone, please know that there are University resources available to you, such
as the Counseling Center. All matters
discussed in counseling are confidential and will not affect your academic
standing. If you are interested in counseling, please call CSDC at (808)
956-7927 or walk into the Center to set up an intake appointment. In addition
you can also contact the KCHS Academic Advisor, Lehua Nishimura, at 965-0642 or
at lehua.nishimura@hawaii.edu.
Bibliography
(Laulima)The
Kumulipo: An Hawaiian Creation Myth.
Edited and trans. Martha Beckwith. Chicago Press, 1951.
(Laulima)
Hooulumahie. The Epic Tale of Hi'iakaikapoliopele. Puakea Nogelmeier, trans. Honolulu, Awaiaulu
Press, 2008.
(Laulima) Mary
Pukui and others, trans. Ruling Chiefs of
Hawaii, Revised Edition. Honolulu, Kamehameha Schools Press, 1992.
(Purchase) Armitage,
Kimo. The Healers. Honolulu, U of
Hawaii P, 2016.
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