FREE TRADE & CULTURAL GENOCIDE IN HAWAII:

Addressing Hawaiian Linguicide through the Hawaii Official Languages Act

Seminar & Visioning workshop presented at

Hawaii Community College April 20, 2012

Michael E. Malulani K. Odegaard

B.A. UC IRVINE 1989, M.B.A. KELLER GSM 2004, CERT. HAWAIIAN LANGUAGE UH MNOA 2008

Saturday, April 21, 12

Jamaica Osorio / Ittai Wong video: Kaona Source: http://www.youtube.com/watch?v=NyC9xh9dO08 Event: 1896 Liliuokalani imprisoned, hidden and isolated from Hawaiian public life Result: Today after four generations, history and selves lost, time to uncover Conclusion: Without language we have nothing; we must see to it that our language survives Reflection: As one of the pillars of nationalism, language was one of the key elements of the political philosophy that justified the modern nation state, therefore Hawaiian language had to be hidden (or obliterated).

E Hoonuukia Kkou!:

Ke Kaiulu Hou o nuenue

Saturday, April 21, 12 Malulanis personal background moving to Honolulu in 2007 to study lelo Hawaii at UH Mnoa and assisting Khau Llanos second grade class at Ke Kula Kaipuna o nuenue.

Hawaiian Community Design:

Hooll Kaiulu Hawaii ana

Na wai ke kuleana e mlama i kahi?

Hookahi (a he elua paha knaka) a i ole, ...i n knaka a pau?

PONO

LEHULEHU

Saturday, April 21, 12 3 Maluani invited to teach 12-hour seminar on Community Design as part of standard 2nd grade introduction to concepts of community. Introduced concepts of public and private ownership in terms of responsibility to protect: one or two person (pono) vs. many/all (lehulehu). (Hawaiian language curriculum may be downloaded from http://www.scribd.com/doc/22538001/KaHana-ana-i-n-Wahi-Palekana-no-n-Keiki-e-Pani-ai )

Saturday, April 21, 12 4 Used public/private typologies to classify different places in the students lives, also adding the possibility for a public or private place to have imperfect, or semi- (ano) characteristics. Students were further challenged to draw pictures of each kind of place as well as to identify places that were safe and kind of safe places to play.

Kaiulu Hawaii Kahiko:

Ka Ahupuaa
Haawina hui kauelieli e pili ana i n plena puni a me n plena i loko, n ll kaiulu, a me n kahua a me n ano o n hale He aha ka lawelawe hana o n hana loina Hawaii (oli, kapu, a p.a.) i loko o kekahi wahi? Aia kahi lehulehu palekana ole e pani ai no n keiki?
Saturday, April 21, 12 5 Applied fundamental categories of urban design to analysis of traditional Hawaiian ahupuaa land uses: fundamental public land use types (streets, cultural/civic, or open space), traditional zones (kai, kula, and uka), boundaries (both external and internal), paths, different community functions/places and their signs that identify/prescribe appropriate behaviors, kinds of buildings, as well as which places were safe places for children to play. For each place, we discussed What kind of land use is it, Whose responsibility was it to take care of that place, How big is it, Is it a quiet or noisy place, Is it a safe place to play, What kind of boundaries does it have, Is there a gateway into the place, and What kinds of signs does it have to indicate expected behavior?

Ahupuaa o Waikk

Saturday, April 21, 12 We then applied the concepts to an ahupuaa they were familiar with.

Ahupuaa o Waikk

Saturday, April 21, 12 We used Google Earth symbols to identify both public and private land uses.

Hiki i kkou ke maa iho i Kahi Ahupuaa i Kahi Kaona?

He aha Kahi Hawaii kuuna? Ehia mau ano Kahi Hawaii like ole ma anei? Pehea i hoohawaii ia aku n wahi?
Saturday, April 21, 12 8 We also identied non-traditional places where Hawaiian culture happened, as well as discussed how we might be able to make such places more Hawaiian.

E kaha i kou elua wahi punahele a me palekana e pani a oukou i koho ai!

1: Pka Papahuila 2: Pka Lealea Wai

Saturday, April 21, 12 9 The children were polled on their favorite places to play and give the choice to participate on a team to design either one of their top two choices: either a skateboard park or a water-oriented theme park, using a combination of images that they found or could draw as well as their own written ideas and descriptions about them.

Kahi Plolo #1:

Ka Pka Papahuila o Iwipoo!

Saturday, April 21, 12 This is the concept plan that the skateboard park team designed.

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Kahi Plolo #2:

Ka Pka Lealea o Kaiulani!

Saturday, April 21, 12 This is the concept plan that the water oriented theme park designed.

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Observation: Some of my Roosevelt High paddlers had transferred out of Immersion Schools! Why? Fear of not being prepared for colleges catering to their chosen careers! Question: If Hawaii education system is learner-centered, then why arent we ensuring their ability to pursue their chosen careers in the Hawaiian language? Whats happening to the 2,000+ graduates of Hawaiian Immersion & Medium Schools?

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SEMINAR PRESENTATION OUTLINE

Actions of 1893-96 Against Native Hawaiians, Results United Nations Response Hawaii Governances Response Systems Analysis & How Hawaii is Falling Short of its Goals Hawaii Official Languages Act Group Visioning Exercise
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I suppose that right and justice should determine the path to be followed in treating this subject. If national honesty is to be disregarded and a desire for territorial expansion or dissatisfaction with a form of government not our own ought to regulate our conduct, I have entirely misapprehended the mission and character of our government and the behavior which the conscience of the people demands of their public servants.
From Cleveland's message to Congress on the Hawaiian Question, December 18, 1893

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1944: Geno-cide (Physical & Cultural)

Raphael LEMKIN (1900-1959)
Co-authored United Nations 1951 Convention on The Prevention and Punishment of the Crime of Genocide in response to WWII Holocaust His early drafts discussed cultural genocide, but opponents excluded the term in the final draft. Genocide has two phases: one, destruction of the national pattern of the oppressed group; the other, the imposition of the national pattern of the oppressor. Techniques include cultural (primarily linguicide: requirement of licenses for persons engaged in urban arts, media, architecture, etc.) in addition to physical.
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Raphael Lemkin (1900 1959), linguist & lawyer who is credited with inventing the term genocide (genos: [Greek] race or tribe, and cide: [Latin] killing) with the idea of intent to render entire, irreplaceable cultures extinct in 1943. He also offered ethnocide (ethnos: [Greek] nation) as an alternate or sub-type of genocide. Deliberations eventually producing the United Nations 1951 Convention on the Prevention and Punishment of the Crime of Genocide included discussions of cultural genocide, but the term was left out of the final draft. In his Axis Rule in Occupied Europe:Analysis, Proposals for Redress (1944) he describes non-physical psychological acts of genocide which he dened as, Generally speaking, genocide does not necessarily mean the immediate destruction of a nation, except when accomplished by mass killings of all members of a nation. It is intended rather to signify a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves. The objectives of such a plan would be disintegration of the political and social institutions, of culture, language, national feelings, religion, and the economic existence of national groups, and the destruction of the personal security, liberty, health, dignity, and even the lives of the individuals belonging to such groups. Genocide is directed against the national group as an entity, and the actions involved are directed against individuals, not in their individual capacity, but as members of the national group. Genocide has two phases: one, destruction of the national pattern of the oppressed group; the other, the imposition of the national pattern of the oppressor. This imposition, in turn, may be made upon the oppressed population which is allowed to remain or upon the territory alone, after removal of the population and the colonization by the oppressors own nationals. He lists among the various techniques of genocide: political, social, cultural (focusing primarily on language, and the requirement of licenses for persons engaged in painting, drawing, sculpture, music, literature, architecture, press, radio, cinema and the theater), economic, biological, physical, religious,

Ethnocide (National or Cultural Genocide)

Robert JAULIN (1928-1996)
Author of White Peace: Introduction to Ethnocide If genocide designs the physical extermination of a people, an ethnocide refers to the extermination of a culture, also noting that it is not the means but the ends that define ethnocide. Whereas genocide assassinated the people in their body, the ethnocide kills them in their spirit through acculturation (forced assimilation). The totalitarian machine operates by splitting the universe into its own agents on the one side, and its objects on the other, whether they be individuals, families, groups, societies or whole civilizations.
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Robert Jaulin (1928 1996), ethnologist who redefined the notion of ethnocide in relation to the extermination by the Western world of the Bari culture, located between Venezuela and Colombia in his book White Peace: Introduction to Ethnocide. Ifgenocide designs the physical extermination of a people, an ethnocide refers to the extermination of a culture, also noting that it is not the means but the ends that dene ethnocide. Whereas genocide assassinated the people in their body, the ethnocide kills them in their spirit through acculturation. In his discussion he uses the term totalitarianism to mean an abstract scheme or machine of non-relation to cultural otherness characterized by the expansion of oneself through an election/exclusion logic: the totalitarian machine operates by splitting the universe into its own agents on the one side, and its objects on the other, whether they be individuals, families, groups, societies or whole civilizations.

Defamatory Stereotypes and Paradigms Portrayed in American Political Satire as AntiHawaiian Propaganda at the Turn of the 20th Century contributing to Hawaiian Genocide

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Hawaiian Caricatures at turn of 20th century provide us a glimpse of the Social Darwinist political climate of this gilded age.

We Draw the Line at This (1893) Caption: Our good-natured

country may allow this administration to give our market to England, sell our embassies to Anglomaniac dudes, and cause the reduction of wages to the European standard. But
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1893 - Judge. v 25, 6331, December 2. New York: Caption: We Draw the Line at This. http://library.kcc.hawaii.edu/~soma/cartoons/draw.html (Contrast her iconic depiction with the prototype used in the Episcopalian churches at the time.) Interpretation: Liliuokalani, and the culture that produced her must be replaced by American civilization.

His Little Hawaiian Game Checkmated (1894) Hawaiian education banned two years later
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1894 - Judge. n.p., New York: Caption: His Little Hawaiian Game Checkmated http://library.kcc.hawaii.edu/~soma/cartoons/checkmate.html Interpretation: Progressive Western Civilization (Social Darwinism) inevitably conquers old European sentimentalities: Also read From Darwin and the Road to Hitler. (Jacobse, Johannes L.) http://www.orthodoxytoday.org/articles5/JacobseDarHitlerEssay.php

Another Shotgun Wedding, with Neither Party Willing (1897) Blaming the victim by making it look like it was her fault.
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1897 - Taylor, C.J.; Puck. v42, n 1082, December 1: Caption: Another Shotgun Wedding, with Neither Party Willing. http://library.kcc.hawaii.edu/~soma/cartoons/wedding.html Description: Alabama Senator (and then Ku Klux Klan Grand Dragon) Morgan brings a shame faced Uncle Sam caught miscegenating with his slave Hawaii to a shotgun wedding presided over by economic imperialist American president McKinley depicted as the sanctioning priest. Notice emphasis on the womans buttox, her bare breasts, and her apparent feeling of having been raped. Compare with postcard 19th century caricature of the "Hottentot Venus". Saartje Baartman, a Khosian woman, was exhibited naked and in a cage as a sideshow attraction in England, fueling the African Association's indignation. After her death, her genitals were dissected and cast in wax. Nelson Mandela formally requested France to return her remains, which had been kept at the Parisian Muse de l'Homme until 1974. Interpretation: American jingo must conceal Uncle Sams raping of Hawaii (annexation without bilateral treaty) for sake of proper appearances.

Another Shotgun Wedding, with Neither Party Willing (1897) Blaming the victim by making it look like it was her fault.
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1897 - Taylor, C.J.; Puck. v42, n 1082, December 1: Caption: Another Shotgun Wedding, with Neither Party Willing. http://library.kcc.hawaii.edu/~soma/cartoons/wedding.html Description: Alabama Senator (and then Ku Klux Klan Grand Dragon) Morgan brings a shame faced Uncle Sam caught miscegenating with his slave Hawaii to a shotgun wedding presided over by economic imperialist American president McKinley depicted as the sanctioning priest. Notice emphasis on the womans buttox, her bare breasts, and her apparent feeling of having been raped. Compare with postcard 19th century caricature of the "Hottentot Venus". Saartje Baartman, a Khosian woman, was exhibited naked and in a cage as a sideshow attraction in England, fueling the African Association's indignation. After her death, her genitals were dissected and cast in wax. Nelson Mandela formally requested France to return her remains, which had been kept at the Parisian Muse de l'Homme until 1974. Interpretation: American jingo must conceal Uncle Sams raping of Hawaii (annexation without bilateral treaty) for sake of proper appearances.

School Begins (1898) Caption: Now children, youve got to learn these lessons whether you

want to or not! But just take a look at the class ahead of you, and remember that in a little while you will be just as glad to be here as they are!

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1898 - Dalrymple; Puck. New York: School Begins. http://library.kcc.hawaii.edu/~soma/cartoons/school.html Caption: Now children, youve got to learn these lessons whether you want to or not! But just take a look at the class ahead of you, and remember that in a little while you will be just as glad to be here as they are! Description: Puerto Rico, Phillipines, Hawaii and Cuba are depicted as restless children terried of their new stern teacher Uncle Sam who wields his disciplinary rod. Behind them are the acquisitions from the Mexican War: California, Nevada, Arizona, New Mexico, etc., who are shown as being literate and engaged in their studies for democratic society. Notice that an American Indian sits in his corner while the Chinese student isnt admitted into the classroom that is being cleaned by the AfricanAmercian. Interpretation: The America Schoolhouse become the dominant metaphor for economic expansionist policies promoted by Wall Street. New World countries consigned to childish personalities in order to legitimize American hegemony, in spite of the fact that the indigenous regimes overthrown had already been democratic. The discipline rod is a symbol of American militarism.

Hurrah! The Country Is Saved Again.(1900)

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1900 - Pughe, J.S.; Puck. Caption: Hurrah! The Country Is Saved Again. http://library.kcc.hawaii.edu/~soma/cartoons/saved.html Description: Uncle Sam and Columbia (his female counterpart who symbolizes the French republican democratic ideals of Liberty, Equality and Fraternity) are led by a cupid holding a pen signifying McKinleys signing of various Acts that enable their children to dance to the same tune through economic cooperation with Hawaii, Puerto Rico, labor, etc. before the gates of the white city and creates a stock market rally that year. Interpretation: White Civilization (laissez-faire capitalism) through U.S. Government is secured through trade agreements in Washington D.C.

The Ill-Fated Sister (1900) - Who knows the difference between Free Trade and Fair Trade?
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1900 Dalrymple; Puck. New York. Caption: The Ill-Fated Sister. http://library.kcc.hawaii.edu/~soma/cartoons/illfate.html Description: Forlorn Puerto Rico falls out of negotiations and portrayed as Hawaiis ill-fated sister. Hawaii is shown as Uncle Sams mistress riding the Free Trade chariot to prosperity and sophistication. Interpretation: Free-trade may enoble some indigenous peoples (but is it really fair trade?)

The American Policy (1901) Caption:

Bringing the truant boy to the little red, white, and blue schoolhouse.
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1901 - Hamilton, Grant; Judge. v 40, n 1018. The American Policy. http://library.kcc.hawaii.edu/~soma/cartoons/policy.html Caption: Bringing the truant boy to the little red, white, and blue schoolhouse. Description: Uncle Sam is pulling the ear of a truant pagan boy (shown in his loincloth and wearing an amulet), apparently about to give him a whipping, while Columbia rings the other children (including Hawaii) into the frontier Liberty Schoolhouse. Interpretation: Uncle Sams right to colonize/chastise is permanent and irresistible.

Hawaiian Cultural Genocide

Intervention and Illegal Overthrow of Indigenous Government in 1893, Suppression of Language (Linguicide) by Occupying Government in 1896, Unilateral Cession of Hawaiian Islands by U.S. Congress in 1898, Blood Quantum Practice Imposed to Divide Indigenous in 1920, Dispossession and Militarization of Ancestral Hawaiian Lands... Redirection of Ahupuaa Water Sources Prevent Traditional Farming... Desecration of Traditional Sacred Sites Erase to Cultural Memory... Hawaiian Diaspora to Diminish Ratio of Indigenous to Minority Status

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Hawaiis story of American colonialism is a textbook case of Cultural Genocide. Evidence ofHawaiian Cultural Genocide includes: A) Dispossession of Ancestral Lands http://www.ksbe.edu/pase/pdf/Reports/Demography_Well-being/05_06_17.pdf B) Overthrow of Hawaiian Government in 1893 http://en.wikipedia.org/wiki/Overthrow_of_the_Hawaiian_Kingdom C) Suppression of Hawaiian Language by Occupying Government in 1896 http://gohawaii.about.com/cs/language/a/olelo_hawaii.htm and http://www.ahapunanaleo.org/olelohawaii/news/articles/HuliliVol3_Wilson.pdf D) Hawaiian Diaspora (due to lower wages in Hawaii than on the Mainland) http://muse.jhu.edu/login?uri=/journals/contemporary_pacic/v019/19.1kauanui. html , http://www.ksbe.edu/pase/pdf/Reports/Demography_Wellbeing/01_02_10.pdf , and http://www.ksbe.edu/pase/pdf/Reports/Demography_Well-being/04_05_21.pdf E) Desecration of Sacred Sites http://www.oha.org/kwo/2009/07/col-silva.php F) Redirection of Ahupuaa Water Sources http://www.oha.org/kwo/2008/12/story05.php

Hawaiian Cultural Genocide & Linguicide

O ka lelo ke Ka o ka Mauli. Language is the fiber that binds us to our cultural identity.
Ka Haka Ula O Keeliklani, College of Hawaiian Language, UH Hilo

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Linguistic Apartheid Begins 1885-1949

Boarding School Reprogramming: Kamehameha Schools goes English, wedging a rift between Hawaiian-speaking and English-speaking NHs in 1885 Overthrow of Hawaiian Monarchy ends bilingual English-Hawaiian rule 1893 Hawaiian language excluded as medium of public school instruction in 1896 English becomes the official language of annexed Hawaiian Islands in 1898 Records of punishment of Hawaiian-speaking students and teachers, including torture, expulsions and job dismissals begin in about 1900

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Linguistic Apartheid Begins 1885-1949

Boarding School Reprogramming: Kamehameha Schools goes English, wedging a rift between Hawaiian-speaking and English-speaking NHs in 1885 Overthrow of Hawaiian Monarchy ends bilingual English-Hawaiian rule 1893 Hawaiian language excluded as medium of public school instruction in 1896 English becomes the official language of annexed Hawaiian Islands in 1898 Records of punishment of Hawaiian-speaking students and teachers, including torture, expulsions and job dismissals begin in about 1900 Monolingual WWII Economy expedites the end of almost every Hawaiian newspaper, and Hawaiian demoted to foreign language status!

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United Nations Permanent Forum on Indigenous Issues and the 2007 United Nations International Declaration of Indigenous Rights

some Declaration excerpts:

Saturday, April 21, 12 28 UNPFII Pacic Region Representative, the Yaruwu Australian lawyer and law professor Mick Dodson, was one of the architects of the UNDRIP and consultant to Hawaii Bilingual / Hawaii lelo Plua grassroots political association founded by Malulani Odegaard in 2008. Shortly afterward Mr. Dodson was chosen by the Australian Government as their Man of the Year, in recognition of his work.

United Nations Permanent Forum on Indigenous Issues and the 2007 United Nations International Declaration of Indigenous Rights

some Declaration excerpts:

Saturday, April 21, 12 28 UNPFII Pacic Region Representative, the Yaruwu Australian lawyer and law professor Mick Dodson, was one of the architects of the UNDRIP and consultant to Hawaii Bilingual / Hawaii lelo Plua grassroots political association founded by Malulani Odegaard in 2008. Shortly afterward Mr. Dodson was chosen by the Australian Government as their Man of the Year, in recognition of his work.

Article 8 - 1) Indigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture. 2) States shall provide effective mechanisms for prevention of, and redress for: Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities; Any form of forced assimilation or integration;

Any form of propaganda designed to promote or incline racial or ethnic discrimination directed against them.
Saturday, April 21, 12 Exceprts from the UNDRIP adopted by the UN in 2007. 29

Article 13 - Indigenous peoples have the right to revitalize, use, develop and transmit to future generations theirlanguages. Article 14 - Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages Article 16 - Indigenous peoples have the right to establish their own media in their own languages Article 41 - The organs and specialized agencies of the United Nations system ... shall contribute to the full realization of the provisions of this Declaration through the mobilization, inter alia, of financial cooperation and technical assistance. Ways and means of ensuring participation of indigenous peoples on issues affecting them shall be established.
Saturday, April 21, 12 Exceprts from the UNDRIP adopted by the UN in 2007. 30

Cultural Genocide
U.N. Draft Declaration on the Rights of Indigenous Peoples (1994):

vs.

(Cultural Genocide)

U.N. Declaration on the Rights of Indigenous Peoples (2007):

Article 7 1) Indigenous peoples have the collective and individual right not to be subjected to ethnocide and cultural genocide, including prevention of and redress for: (a) Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities; (d) Any form of assimilation or integration by other cultures or ways of life imposed on them by legislative, administrative or other measures;

Article 7 1) Indigenous individuals have the rights to life, physical and mental integrity, liberty and security of person. 2) Indigenous peoples have the collective right to live in freedom, peace and security as distinct peoples Article 8 1) Indigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture. 2) States shall provide effective mechanisms for prevention of, and redress for: (a) Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities; (d) Any form of forced assimilation

Saturday, April 21, 12 31 Although the terms cultural genocide and ethnocide were omitted from the UN adopted version, the concepts they describe all remain, albeit in alternative wording.

Public Remedial Measures for Linguicide

1970s Hawaiian Sovereignty Movement: Kahoolawe, lelo, OHA, etc.!

State of Hawaii Legislation: 1976 UH Mnoa begins Bachelors Degree programs in Hawaiian Language and Hawaiian Studies 1978 UH Hilo Hawaiian Studies BA degree, taught through Hawaiian language media, the first such public funded education since 1896! 1978 Constitutional Convention: Art. X.4 State shall promote the study o Hawaiian...language, Art. XV.4 English and Hawaiian shall be the official languages of Hawaii, except that Hawaiian shall be required for public acts and transactions only as provided by law U.S. Federal Legislation: 1990 Native American Languages Act! 1993 Public Law 103-150 (The Clinton Apology Resolution)! 1994 Native Hawaiian Education Act funds immersion schools!
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A. State of Hawaii i. 1978 - Hawaii State Constitution Article X, Section 4: Hawaiian Education Program. The State shall promote the study of Hawaiian culture, history and language.The State shall provide for a Hawaiian education program consisting of language, culture and history in the public schools. The use of community expertise shall be encouraged as a suitable and essential means in furtherance of the Hawaiian education program. and Article XV, Section 4: Official Languages. English and Hawaiian shall be the official languages of Hawaii, except that Hawaiian shall be required for public acts and transactions only as provided by law. http://hawaii.gov/lrb/con/ ii. April 2004 - OHA Board of Trustees resolved to address needs of Native Hawaiian students: urging the transformation of the education system signicantly and immediately, because Native Hawaiian children are being left behind in the school system, in effect, giving the Department of Education a failing grade in educating the keiki of the host culture; and because there is a need to prevent further deterioration of our culture through outside mandates and intervention. iii. Hawaii Act 133 (signed June 2004) expands teaching of Hawaiian language in Immersion programs to total Hawaiian Medium

Public Remedial Measures for Linguicide

State of Hawaii Legislation (contd.) 1984 Aha Pnana Leo Hawaiian immersion schools begin 1985 Univ. of Hawaii: Ka Report (on NH Ed.) identifies barriers 1986 1896 Ban on Hawaiian Medium Education lifted 1987 Native American languages reso., NH Comm. Coll. Advisory Council 1990 Immersion Schools receive government funding 2005 House Concurrent Resolution 195 adopting/affirming the U.N. Declaration of Rights of Indigenous Persons (before the UN!) 2011 Univ. of Hawaii: Hawaii Papa O Ke Ao task force commissioned to create a Model Indigenous Institution at UH, recommends Hawaiian Language Parity! However... 2006 Language Access Act 290 (Title 21 Labor and Industrial Relations Chapter 371, Part II): monocultural-globalist ethic...
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Hawaii Title 21 Language Access Act

not Limited English Proficiency (LEP) taxpayers shallfocusbeonprevented from receiving federally-funded public services; primary immigrant communities non-profit) programs All statetoand federally-funded public service (including 5% of a population in are provided LEP persons when lesser of either 1,000 or a service area speaks a language other than English Language Access, a monitoring agency, Establishes Hawaii Office ofmedical clinics, law enforcement, non-profit providing translation services in courts, agencies; interpreted to require the Office of Hawaiian Affairs to provide Hawaiian language services through their agencies Danger to language revitalization efforts: If clients speak English and a nonEnglish language such as Hawaiian, services may not be provided in the nonEnglish language. Hawaiis Constitution not mono- but bilingual paradigm!
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Hawaii Title 21 Language Access Code

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Hawaii Title 21 Language Access Code

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Hawaii Title 21 Language Access Code

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Establish a Language Access Plan with all requirements Implement the Language Access Plan Designate a Language Access Coordinator Provide Oral Interpratation language Competent and Timely Manner services Free of Cost in a Provide Written Translation of Vital Documents Free of Cost Hire qualified bilingual contact positions personnel for existing, budgeted, vacant public Legislature Only: public hearings Provide oral language services for public meetings or Consumer Only: Request & and vital documents at no chargereceive language interpretive servicesdo not to you, and make a complaint if you
receive language assistance
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Hawaii Title 21 Lang. Access Act

HI Title 21 Lang. Access Code: Globalism!

Structural Flaw: Title 21 (2006) favors interests of English-speaking employers, ignoring revitalization UNDRIP mission adopted in 2005: By using English (LEP) as its only frame of reference perpetuates foreign language status of Hawaiian it Effectively quivocates the linguistic rights immigrant communities with the indigenous linguisticofrights of Native Hawaiians Neglects employees rights! If indeed science that the language of work eventually becomesis correct in saying the language of the

home, then we must guard the indigenous right of a Native Hawaiian employee to use Hawaiian language in his or her place of work regardless of her English-speaking ability

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Private Remedial Measures for Linguicide

Aha Pnana Leo, Inc. (1984)

When there were fewer than 1,000 remaining speakers of

Hawaiian, a private non-profit corporation was founded by Hawaiian language educators in 1984 to reestablish Hawaiianmedium education as it existed prior to the overthrow of the Hawaiian monarchy, deriving inspiration from the success of the Mori Khanga Reo movement of Aotearoa/New Zealand.

Three of its founders are current board members & leaders in

the Hilo community: Kauanoe Kaman, Larry Kimura, Pila Wilson.

Its mission today is to initiate, provide for and nurture various

Hawaiian Language environments... with the guiding vision E Ola Ka lelo Hawaii (The Hawaiian language shall live.)

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Public/Private Remedial Measures

Aha Pnana Leo, contd.
Its consortium partnership with Ka Haka Ula o Keeliklani College of Hawaiian Language has fostered the growth of both public and private Hawaiian Medium Education (HME) systems in Hawaii, resulting in the following important accomplishments:

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Public/Private Remedial Measures

Aha Pnana Leo, contd.

Creating, producing and distributing curriculum materials free of

charge throughout the State

HME teacher training and certification program HME Masters and Doctorate Degree programs at UH Hilo Maintenace of Pnana Leo preschools, Honuakai Voyaging and
Exploration Sciences, Niuolahiki Online Hawaiian Language Courses, hai lelo Ola broadcast news media, Hii Pp Infant Program, Hale Kipa iwi Indigenous American Language Revitalization outreach program.

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Private Remedial Measures for Linguicide

Association of Hawaiian Civic Clubs (1918), Resolutions:
2004 Empower Native Hawaiians in decision making processes due to being under-served and loss of identity 2005 Urging OHA to set aside litigation funds to protect Hawaiian language 2006 Advance influence of Hawaiian cultural needs in the non-Hawaiian public realm; advance and to work tirelessly to reclaim, relearn Hawaiian language 2007 Oppose any malignment of Hawaiian language 2008 Resolution written bilingually in Hawaiian and English languages to enhance State Constitution 2009 Calling for a comprehensive sovereignty-based attention to the survival, use, and continued restoration of the Hawaiian language 2010 Urging the State of Hawaii to recognize its responsibility to abide by Art. 15, Sect. 4 (Official Languages) 2011 All public high schools to require minimum one year study of Hawaiian language as qualification for graduation; also all Association governing documents to be made available in the Hawaiian language
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Association of Hawaiian Civic Clubs (pertaining to language): http://www.aohcc.org/index.php?option=com_content&view=article&id=115&It emid=68 i. 45 th Association of Hawaiian Civic Clubs (AHCC) Annual Convention in Maui in 2004: a) Resolution (Maui 2004 33?) Establishing a voter registration program among all Hawaiian Civic Clubs to empower Native Hawaiians in decision-making expressed concern that communities with large populations of native Hawaiians remain among the must under-served among voter demographics; many of these commuities continue to reect high percentages of social problems, uncontrolled development, and loss of cultural heritage and identity; native Hawaiians share growing anxiety and distress over the effects of the economy, litigation against Hawaiian entitlements, and governmental actions that directly impact the personal lives, families and communities in which they live; while native Hawaiians seek greater self-determination through the nation-building process, it is imperative that they assert political power through the existing democratic process of voting in American elections. ii. 46th AHCC Annual Convention in Kohala in 2005: a) Resolution (Kohala 2005-01) urging the Congress to reauthorize the Native Hawaiian Education Act and provide the Federal granting authority be transferred from the United States Department of Education located in Washington, D.C. to the Native Hawaiian Education Council located in Hawaii. b) Resolution (Kohala 2005-24) urging the Ofce of Hawaiian

Private Remedial Measures: New Zealand

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Public Remedial Measures: Canada

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Public Remedial Measures: Canada

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Public/Private Together: Enterprise Zones

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Private Remedial Measures for Linguicide

Grassroots - H2 - Hawaii Bilingual / lelo Plua (2008) Mission: To build a strong bridge from the Language Nest into the Markeplace that encourages immersion students to build their futures in the context of the Hawaiian language.
1. Hawai'i citizens shall, by right, receive public services in the official language of their choice, English or Hawaiian. 2. All public service communications shall be published in Hawaiian, in addition to English. 3. The Hawai'i State Board of Education and the University of Hawai'i shall adopt universal Hawaiian language proficiency graduation standards. 4. The State of Hawai'i shall extend Enterprise Zone tax credits to businesses certified as operational in the Hawaiian language.
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Private Remedial Measures for Linguicide

Grassroots - Hawaii Bilingual (H2) http://www.causes.com/h2o
2008 October H2 is launched on Facebook to establish the right of every Hawaii resident to receive public services in the official language of their choice, English or Hawaiian public November NHEC Director Colin Kippen is the first of several politicians or current government officers to join H2 2009 August Aha Punana Leo (APL) & OHA join H2 October With over 2,000 members, H2 begins to support APL November Bishop Museum supports H2 Official Languages Act, H2 & Hawaiian Civic Club of Waimanalo promote Hawaii Official Languages Act (OLA) at Convention

2010 November H2 single-issue platform OHA Campaign to expand support base: 19,000 votes OHA to begin providing services in Hawaiian language! Kona committee started. 2011 September H2 $1000 for APL; Hilo committee started. 2012
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January H2 petition for bilingual OHA CEO succeeds!

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Hawaiian Remediation in Public Realm

will require increased institutional support, provision of Hawaiian language services regardless of beneficiaries English language capabilities cannot be achieved through formal education alone, but also must focus on the provision of diverse work opportunities for Hawaiian language accomplished principally through professional sector participation must include economic incentives to hire qualified Hawaiian-speaking staff in diverse professional capacities requires legal guarantees to protect Hawaiian language rights in order to create a fair competitive playing field for businesses coordinated program needs enough public resources to publish relevant materials, to schedule and also monitor compliance standards

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SERVICE AREAS in

2010
per if of N.H. will speak lelo
Hawaii Title 21 criteria

12%*

at home
*est. by UH-Hilo maps: 2000 Census data

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Support for the Official Languages Act

Strongest among Hawaiian language faculty & students, cultural practitioners Native Hawaiians & community leaders, and also locals Requires cultivation of creative class Community activists for visioning Requires cooperation among Community, Business, and Government sectors Requires long-term institutional commitment

Popularity of Bilingualism In Canada 1988 - 2006

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Growth of Bilingualism in Canada

Required contentment with incremental change
% of Bilinguals in Canada 1961 12.2% 1981 15.3% 2001 17.7%

Nevertheless, results were worth the effort!

Language requirements of positions in the Public Service Bilingual 1978 25% 2004 39%

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H2 & Official Languages Act Supporters

Educators
Keola Donaghy, Carlos Andrade, Malcolm Naea Chun, Kira Lee, Alika McNicoll, Ruby Maunakea, Kawika McGuire, Kimo Keaulana, Keoni Devereaux, Konia Freitas, Dr. Khaulani Watson, Dr. Kekuni Blaisedell, Nikolaus Schweitzer, Lynette Cruz, Carolyn Sinavaiana, Rev. Dr. Kaleo Patterson, Rev. Fr. Timothy Robinson Hklani Holt, Terri Leilani Galpin, Puanani Rogers, Puni Patrick, Brook Kapukuniahi Parker, Makoa Kahanamoku, Alexander Lingas, Jamaica Osorio, Caren Loebel-Fried/Bishop Museum, Kaui Damas Cyril Pahinui, Aaron Mahi, Kealii Reichel, Gabby Pahinui, Owana Salazar, Dennis Kamakahi, Sean Naauao, Elijah Kalani Issac Sen. Kalani English, Boyd Mossman, Jack Keppeler, Nathaniel Kinney, John Carroll, Bumpy Kanahele, King Lunalilo Estate, John Willoughby, Norm Katz, Lelemia Irvine, L.P. Neez Faleafine
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Artists & Cultural Practitioners Musicians Politicians & Business Leaders

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Hawaii Bilingual Members Are Saying...

Colin Kippen Past Director, Native Hawaiian Education Council

Relearning our native language is a positive and powerful step of reconciliation. Creating opportunities to think and live in the language will make the language live. It will assure that the cultural perspectives embedded in our native language will be given voice throughout all aspects of our daily lives. Hilinai au, kkoo ia no ka lelo Hawaii e ka hapa nui o ka poe e noho ana ma Hawaii. Makamake ia poe e hpai i ka lelo Hawaii i luna e like me ka mea e hiki. In kkoo p ia ka lelo Hawaii e ke aupuni, he ala maikai ia no ka hola piha ana i ke kulana o ka lelo Hawaii. Ma o ka hana k koolua o ke aupuni a me n hui kkoo lelo Hawaii, me ka lkahi a me ka pono n hoi, hiki n ke hook ia. No ia kumu au e kkoo nei i ka manao nui o kia palapala hooholo a ka hui o Hawaii Bilingual e paipai nei.

'Alika McNicoll Kumu Ao, Aha Pnana Leo

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E oluolu oe e hoopili p? Wont you please join us? causes.com/h2o (

on Facebook

Mahalo!

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E hoomoe kkou! Lets brainstorm! What does a bililngual Hawaii look & sound like?
Whats the next step? Where are the opportunities? Which are the relevant State Agencies for change? Where is your kuleana? What scale is appropriate? Why shouldnt OHAs next CEO be bilingual? Will you find & support H2 candidates in 2012?

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