The purpose of this study was to examine how Hawaiian music teachers describe their uses of Hawaiian culture–based educational approaches in the music classroom. The theoretical lens of culture-based education framed the study in that it emphasizes increased attention to questions of cultural restoration within Indigenous communities. A collective descriptive case-study design was used to illuminate the complexities and particularities of the phenomenon of Hawaiian culture–based education utilized by four participant music teachers in their own particular contexts. Data collection included three interviews with each teacher participant, a student focus group interview at each school site, and field notes taken from in-person observations of each music classroom. Analysis revealed four themes central to the participants’ experiences, including teachers’ diverse approaches to culture-based education, their sources of cultural understanding, how they addressed or navigated challenges, and the multiple layers of meaning that they and their students derived from these culture-based approaches. Particularly compelling were findings related to each teacher’s identity and relationship to Hawaiian culture, complicated issues of authenticity related to performing and teaching Hawaiian music, and the centrality of positive relationships to culture-based approaches.

本研究的目的是检查夏威夷音乐教师如何描述他们在音乐课堂中使用基于夏威夷文化的教育方法。基于文化的教育的理论视角构成了这项研究，因为它强调了对土著社区内文化恢复问题的更多关注。集体描述性案例研究设计被用来阐明夏威夷文化教育现象的复杂性和特殊性，由四位参与的音乐教师在他们自己的特定环境中使用。数据收集包括对每位教师参与者的三轮访谈、在每个学校进行的学生焦点小组访谈，以及对每个音乐教室的现场观察记录。分析揭示了参与者体验的四个核心主题，包括教师对基于文化的教育采取的不同方法、他们的文化理解来源、他们如何应对或应对挑战，以及他们和他们的学生从这些基于文化的方法中获得的多层含义。特别引人注目的是与每位教师的身份和与夏威夷文化的关系、与表演和教授夏威夷音乐相关的复杂问题以及与基于文化的方法的积极关系的中心性相关的发现。