ABSTRACT Indigenous educational research illuminates the importance of culture in education for native communities. This study compared teaching approaches of 15 Native Hawaiian cultural practitioners and classroom teachers through interviews and observations. Applying Sociocultural and Bridging Multiple Worlds theories, this study examined three research questions: (a) What are Hawaiian educators’ views on how teaching from a Hawaiian approach influences their students? (b) What are Hawaiian educators’ definitions of success for Native youths? (c) What challenges do Hawaiian educators identify regarding teaching in Hawaiian ways within a Western context? Results revealed that all educators believed that teaching in cultural ways increased students’ success, promoted students’ sense of meaning and identities, and empowered students. Educators in both formal and informal settings faced challenges of bridging traditional knowledge into a modern context. Understanding native perspectives can support educators as cultural advocates and assist in creating policy for traditional cultural teaching strategies.

中文翻译：

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Ke A'o Mālamalama：认识和连接世界与夏威夷教学法

摘要 土著教育研究阐明了文化在土著社区教育中的重要性。本研究通过访谈和观察比较了 15 名夏威夷原住民文化从业者和课堂教师的教学方法。本研究应用社会文化理论和桥接多世界理论，研究了三个研究问题：(a) 夏威夷教育工作者对夏威夷教学法如何影响学生的看法是什么？(b) 夏威夷教育工作者对土著青年成功的定义是什么？(c) 夏威夷教育工作者认为在西方背景下以夏威夷方式进行教学面临哪些挑战？结果显示，所有教育工作者都认为，以文化方式教学可以提高学生的成功率，提升学生的意义感和认同感，并赋予学生权力。正式和非正式环境中的教育工作者都面临着将传统知识融入现代环境的挑战。了解本土观点可以支持教育工作者作为文化倡导者并协助制定传统文化教学策略的政策。