Manoa

PBS HAWAI‘I PRESENTS
Voyage of the Hōkūle’a

 

Witness Hōkūle’a’s inaugural 1976 journey from Hawai‘i to Tahiti, the preparations leading up to it, and the behind-the-scenes turmoil that threatened to derail the voyage. Rifts are seen among leadership, between leadership and the crew, and among crewmembers. The film by Dale Bell was co-produced by the National Geographic Society and WQED Pittsburgh.

 

INSIGHTS ON PBS HAWAI‘I
The Next Journey

 

INSIGHTS convenes Polynesian Voyaging Society leadership and several crewmembers of the Hōkūle‘a voyaging canoe for a live discussion about their Next Journey. Scheduled to appear are the voyaging society’s President Nainoa Thompson, Hōkūle‘a crewmembers Miki Tomita and Eric Co, and University of Hawai‘i at Mānoa President David Lassner, who was a crewmember on Hōkūle‘a’s U.S. East Coast leg.

 

Your questions and comments are welcome via phone, email and via Twitter during the Live Broadcast.

 

Phone Lines:
462-5000 on Oahu or 800-238-4847 on the Neighbor Islands.

 

Email:insights@pbshawaii.org

 

Twitter:
Join our live discussion using #pbsinsights

 


LONG STORY SHORT WITH LESLIE WILCOX
Laura Beeman

 

Head coach of the University of Hawai‘i’s Rainbow Wahine basketball team, Laura Beeman knows what it takes to win. She has revitalized the team drastically since her arrival in 2012, by pushing and inspiring her young women to reach their full potential, on and off the court.

 

This program will be rebroadcast on Wednesday, June 12, at 11:00 pm and Sunday, June 16, at 4:00 pm.

 

Laura Beeman Audio

 

Download the Transcript

 

Transcript

 

Heartbreak a year ago. Elation this season.

 

It was a thrill of a lifetime. You know, and I still talk about it, I can get a big lump in my throat. And remembering in the locker room just this lump of winning the tournament. The range of emotion of seeing their hard work pay off, and being so incredibly proud of them for being that first team, to the community support and feeling the aloha twenty-five hundred miles away, and then feeling the stress that I had been under of … We’re supposed to win this tournament and go the NCAA, and what if I don’t, what a failure is that? And being able to sit in a corner by myself and go, Oh, my gosh, we did this. And just tears; just tears. Tears of happiness, of joy. It was, right now, a little emotional. It was an amazing experience. I want to get back there, I want to have this feeling again.

 

University of Hawaii Women’s Basketball Coach Laura Beeman likes winning. Yet, her drive to make her players the best they can be isn’t limited to the basketball court. She’s teaching them life lessons that will continue to guide them long after they graduate. Laura Beeman, next, on Long Story Short.

 

Long Story Short with Leslie Wilcox is Hawaii’s first weekly television program produced and broadcast in high definition.

 

Aloha mai kakou. Laura Lynne Beeman moved to Hawaii in 2012 to become the head coach of the University of Hawaii Rainbow Wahine Basketball Team. At that time, the team was losing more games than it was winning. It didn’t take Laura Beeman long to turn the team around. In 2016, only four years after she took over, the Rainbow Wahine won the Big West Conference Championship, securing a spot at the pinnacle event in college post-season basketball, March Madness. It was the program’s sixth appearance overall, but only the first in eighteen years. Laura Beeman has always been competitive; that’s the way she was raised.

 

Both my parents are very, very competitive. They’re self-made. And you know, my dad opened up a pharmacy with his brother right out of college, and it was an independent pharmacy. And basically, my mom supported him. You know, his parents told him, If you guys get married, you’re on your own. And they decided to get married, and my mom said, Well, I’ll put you through USC pharmacology. She did.

 

How did she do it?

 

She sacrificed her education, and she worked. So, I think that drive comes from them. You know, as a kid, I watched my father work seventeen, eighteen-hour days to support his family, so that his wife could raise children, and my mom doing everything she could to support her husband. So, I saw that hard work from a very, very young age, and was always told by my parents, If you’re gonna do it, you’re gonna do it right. You know, you’re gonna have a great attitude, you’re gonna give it all the effort you have, or don’t do it. And so, I think it was instilled at a very young age, even though I didn’t know that was going on. Youngest of four, and was immediately just thrust into sports. I have an older brother. And so, you know, growing up, we went to school with one another, we went to a Christian school, all the way up until middle school. And sports just became a huge foundation of mine and my brother’s life. You know, Sunday church, and then come home after church, go to a little grinder shop down the street, come back, open up the grinders, eat, and watch football. And so, that was kind of my life growing up.

 

When you went to college at California State University at San Bernardino, you earned a bachelor’s in business marketing.

 

Yeah.

 

And? [CHUCKLE]

 

I had no idea what I wanted to do with my life. And someone said, you know, business is probably one of the areas that is most marketable. You can do anything from being a sports agent, to get into law, to go into sales. And so, I thought, I have no idea, you know, what I want to do. I had been told by a woman who worked for my father, You can sell, you know, ice cubes Eskimos. And so, we always laughed about that. And so, I thought, let me go into business. So, while I was playing sports, I got my business degree with a concentration in marketing, thinking I could do sales or maybe sports agent. And then, graduated and was like, What am I gonna do with my life?

 

Then, what happened?

 

Well, I got a phone call from an assistant coach at the University of Redlands. And they said, We heard you’re in town, we have a graduate assistant position open, would you like to get your master’s paid for and get into coaching? And I thought, I have no idea what I want to do with my life, so let me market myself, make myself a little bit more well-rounded. So, I went and received a master’s in educational counseling. And I loved the counseling aspect; had no idea I would, and had no idea how useful that would come in coaching. So, when I started coaching at the University of Redlands, the basketball coaching bug; it bit. You know, I loved playing, but I had no idea I would want to coach.

 

What would you have done if you hadn’t gotten that call? And then, you get a free master’s. I mean, that’s quite amazing.

 

It is. Again, right place, right time. I have no idea. You know, I was working for my dad at his pharmacy. I probably would have continued to work for him. Had no desire to become a pharmacist. I don’t know what I would have done, but I would have worked for him until I landed on my feet someplace.

 

Do you remember how and when that coaching bug bit you?

 

I think pretty immediately. You know, when I went to the University of Redlands, it was sitting back and watching with the coaches did, and what I liked and what I didn’t like, and how kids responded and how kids didn’t respond. And then, really figuring out, Okay, these kids respond to me with a little bit of a different approach. And all of a sudden, it was like, Okay, this is kinda cool. You know, I can kind of figure this out as I go. I was there for two years, and that’s when Mount SAC, Mount San Antonio Community College in Southern California, the job opened up. I was not hired as the head coach; I was hired as the assistant women’s basketball coach. And again, watched how coaches did things, and how players responded. Fortunate for me, and unfortunate for that coach, it didn’t work out for her, and they hired me the next year as the head coach.

 

You were twenty-five years old.

 

I was young; yeah. I had players that were older than me, so I had to establish some pretty strong boundaries. And again, that goes back to my parents; it goes back to watching them have very, very good boundaries in their life and their relationship, going back to coaches I’d played for and coaches that had really good boundaries, and coaches that maybe didn’t.

 

What kind of boundaries do you need when you’re younger than your players?

 

Well, you can’t go party with them. You know, you can’t go drink with them. If you’re a male coach, female coach, you can’t date players. So, there’s a lot of things you can’t do. And you see that all the time; you hear of both female and male coaches that get involved with players, and that’s just a boundary that’s not appropriate. Going to clubs with them. So, it’s just setting these boundaries of … I’m in a different category; in a position of power, I guess, a little bit. And I think that a lot of people abuse that. And that was something that I was always very cognizant of, is respecting the young ladies. You know, I would never walk into a locker room and just walk in unannounced. Hey, I’m coming in, put your clothes on, you know, get yourself appropriate, whether it’s a male assistant coach walking in with me or not. There was just a very strong, strict boundary that I was always … always made sure that I held, and I wanted my players to see that. Because that’s something that as they grew in their life, there has to be boundaries in their life as well with relationships and other things.

 

From the beginning, were you pretty good at reading players? I mean, you’ve been in sports all your life, so you knew a lot about dynamics. What about reading individuals?

 

You know, some people think I’m crazy for saying this on the show. I went through a lot of counseling, you know, later on in my life. And that is probably what helped me read people, and understand human behavior. And it also allowed me to develop a philosophy that if I wanted players to be their best, then I had to help them get to their best; if I wanted my players to be their best, I had to be at my best. And so, reading players and reading people, human behavior, I feel like that’s something that I’m pretty decent at.

 

Sometimes, the things that help you get to where you are aren’t the best thing for where you need to go.

 

No; sometimes they’re painful, sometimes they’re hard. You know, I’m not a believer that everything happens for a reason, although I guess it does. But I’m not a believer in that. I think things just are cruddy sometimes, and they happen. But it’s how you deal with that, and it’s the after effect that can take you to a really good, solid place in your life where you can continue to live in that yuck. And I just decided there was a point in my life where I didn’t want to live in that yuck.

 

You were already an authority figure when you went for counseling; right?

 

Yes.

 

Was that hard, to ask for help?

 

Yes. [CHUCKLE] Absolutely. It’s hard to go in and kinda put your heart on the table, and get very vulnerable with someone, particularly someone you don’t know, and let them kinda not pick you apart, but say, Okay, let’s go here, and you’re like, I don’t want to go there. Very, very difficult, particularly as a coach, ‘cause you’re always in control.

 

How do you deal with stress? I mean, there are so many things you can’t control in your life as a coach.

 

Yeah. I think one of them is—you just hit it on the head, is admitting and knowing what I can’t control. There are just certain things that I cannot control, because I don’t know what’s gonna happen with it. I have two huge dogs that walk me, and I love that. So, I get them out, go on hikes, try to just enjoy the beauty of Hawaii. The quality of life here is very different than the mainland. And so, for as busy and as stressed as I am, I have learned to enjoy that. And it’s a forced … take a deep breath. Again, going back to what I said earlier, being my best me. I know when I’m tired, I know when I’m overworked, I know when I’m cranky and people don’t want to be around me.   And it’s that moment I need to say, Okay, pause, and admit it.

 

For fifteen years, Laura Beeman was head coach of the women’s college basketball team at Mount San Antonio in a suburb of Los Angeles. She became a legend, leading the team to a record number of wins and state championships. Three years after she left, she accepted the position of head coach for Hawaii’s Rainbow Wahine Basketball Team. The program was in serious need of revitalization, but before Beeman could turn things around, she would first have to change the team culture.

 

The first year of recruiting, you did bring us out of a big stall. [CHUCKLE]

 

Well, you know, the cupboard wasn’t bare. You know, the coach prior did a great job of putting, you know, things there, pieces there for me. And so, we were able to take that group of young ladies and kind of regenerate and rejuvenate them and say, Let’s go. And they really bought into the philosophy of it’s not okay to be okay, we want to be better than okay, we want to be great, we want people to recognize us as great. And they bought into that.

 

So, was that kind of a culture of, we’re good enough, it’s good enough?

 

Very much so. When I met my team the first time, that was the running theme. I said, Okay, what’s gone on? And I remember Shawna Kuehu; love her, came into my office last week. She said, Coach, I’m tired of just being okay, and it’s okay to be okay here. And I said, I’ve never been okay. I’ve never been average, I’ve never been okay, and now I know what the problem is. So, give me your laundry list of things we need to change, I’ll let you know the things that I can try to change and the things I know I can change. And the one thing I can change is that culture. We’re not gonna be average here. But you’re gonna have to work.

 

Yeah; you can’t change the culture by saying, That’s not okay. How do you change a culture? I mean, this is not just one thing, this is a system of beliefs.

 

Yeah. One, I think you have to walk the walk as the coach. You know, you can’t walk in and be on your cell phone, and again, the things I spoke of earlier, you know, using foul language. You have to present yourself as a winner. You have to present yourself as a champion. Whether or not you feel you are, you have to present yourself as that. And I truly believed that if I could get this group of young ladies to buy into, I don’t lose, you guys, and I’m not trying to be arrogant. Not at all. I’ve been fortunate to have wonderful assistant coaches and resources, and have been able to get kids to come together and say, Hey, look at my record, this is what we’re gonna do here if you buy in. And here’s another thing; if you don’t want to buy in … what you’re doing isn’t working, so try something different. And they did. And so, it was a daily challenge to say, No, tuck your uniform in, tie your shoes this way, get in here, get to class, do what you’re supposed to do. Get on the end line, work hard, or please leave the gym, because you’re the one that said you didn’t want to be okay, not me. I have my degree, I’ve won. Let’s go. And so, when you talk that way to kids and you paint that picture of, I really think I can do this, and we have a leader that knows how to do it …

 

And you challenge them.

 

Big time; big time. I’m not gonna let a kid sit back and say they want something, and then not work for it. You have two choices; tell me what you want and we’re gonna go, or tell me what you want and not do it, and then I’m gonna ask you to go ahead and sit over there in the corner by yourself, and do your thing. Because you can do that without me. But if you want to win, and you want to be good, then let’s get together and let’s do this the right way. Don’t tell me what you want do; do what you’re gonna do. And that was a challenge, and that’s where we took that first group of young ladies is, let’s go, that’s enough of this, we have talent. And they bought into it.

 

So, you started with these young women.

 

M-hm.

 

And you made inroads. When you find somebody you really want to bring over, how do you get them here when they’re really looking askance at Hawaii?

 

We sell Hawaii on connection. We sell Hawaii on relationships. We sell Hawaii on the community. You know, we have been fortunate that four of our five years, we’ve done very well. And so, we can approach the, Okay, we’ve won.

 

How did your system of recruiting change as you went along, where you got to be the Big West Conference winner and coach of the year?

 

Yeah. That was fun. You know, as young ladies evolved as players, we all of a sudden said, Okay, this is the system we want to run, this is what we need to do to be successful in the Big West. And so, you go out and you kind of recruit pieces that fit your puzzle, and fit your system. And so, we were able to, after that first year—we were late in the recruiting process. You know, you recruit two and three years in advance.

 

And you came, I think, before the 2012-13 season.

 

April; yeah.

 

April.

 

And so, recruiting, though, for you know, 2012, 13, 14, coaches are already in the mix. They’ve already offered kids that were ‘14s, you know, graduating in ’14. So, we were behind the gun. We went after some key pieces. We found a couple JUCO kids.

 

What does JUCO mean?

 

JC.

 

Okay.

 

Community college, two-year. Found a couple, you know, JC kids, went and found a fifth year transfer; immediate fixes, immediate pieces. Good character kids, but they were gonna have to work. And they were able to get the group together. And then, we were able to play catch up a little bit in the recruiting process, and then bring in people that we wanted; high character, great work ethic. Pieces as far as whether it’s post player or guard, bring in those right pieces. And then, by the year that we finished second in conference and went to the NCAAs, we had put our puzzle together, and that was a really fun year.

 

When you were looking for those pieces, you were looking for specific athletic strengths; right?

 

Yes; absolutely.

 

And you said, high character.

 

M-hm; m-hm. That’s important. You know, if I look at a kid that’s high character and I can get the effort piece, then I know I’m not gonna have problems off the court. When I’m bringing in a young lady where I’m constantly, Go to class, don’t go to the club, what are you doing, it’s taking energy away from where we want to put our energy. So, you know, I say as a coach, the two things you should never have to coach as a coach are attitude and effort. I’ll coach your ability, I’ll motivate you, but I’m not gonna coach your effort, and I’m not gonna coach your attitude.

 

But you don’t know how a young person is gonna act when they get to this new exotic place away from their parental eyes and family.

 

You hope that you’ve developed enough of a relationship in the evaluation process of going out and watching them play, over the phone, through some text messages, talking to parents, that at least you’re not gonna completely get it wrong. Now, have I it got it wrong? Absolutely. And I’ll get wrong again. But you really try to develop a relationship. Recruiting is a relationship, it’s a fit. It’s not just a, I like the way you play, come play for me. There has to be more to it, so that you can keep kids here.

 

And I’m sure there’s always the temptation to say, This person has great raw talent.

 

M-hm.

 

I’m gonna take a big chance on somebody who doesn’t have a lot of the other elements.

 

M-hm.

 

Have you done that in your coaching career?

 

I have. I did that at Mount SAC a lot, because I’d already developed a culture, and I knew when I had a kid, say, that would come in with a bad attitude, I had fourteen young ladies in that locker room that were gonna help me manage them. And a couple really good captains that were gonna keep them in check. I couldn’t do that my first two years here, because we hadn’t developed the culture. When you get a good culture, you can take some risks, you can take some chances, because you have that base of great locker room talk. Where they come in and they’re like, Hey, let’s do this; and your captains go, No, that’s not what champions do, let’s not do that. So, when you get a little bit of a better culture and a foundation, you can take more risks.

 

How have local recruitments gone?

 

Tough; it’s tough. Th—the theme right now and the trend right now, they want to go to the mainland. They want a mainland experience. And some of them do well and stay, a lot of them come back home. Um, I would love to keep our local talent here, but it’s—it’s tough to fight the—the allure of the mainland. So, right now, we’re going after ‘em; we’re offering kids. I just have to keep them home.

 

And you don’t have a lot of people who are really tall awaiting—

 

[CHUCKLE]

 

–your call either in Hawaii.

 

Yeah, you know. But I have some tremendous athletes, and I have young ladies that understand the culture, and understand what it feels like to represent the State of Hawaii, and uh, play in front of their family and their aunties and their uncles, and that’s—that’s huge. So, um, I can find the guard or the forward, possibly, that wants to stay; yeah. Would I love there to be a six-four, six-five local kid that wants to stay home that can play basketball? Absolutely. Um, whether or not that happens, those are things I can’t control, I don’t worry about it. Right now, my challenge is to keep ‘em here.

 

 

Recruiting players and training them to perform during practice and games are only part of Coach Laura Beeman’s job. Teaching young people to become top athletes often requires coaching them off the court as well to learn the life skills they’ll need to achieve their athletic goals.

 

John Wooden, a great basketball coach, coined for this phrase of, Kids don’t care how much you know until they know how much you care. And so, when you get people, business, team, whatever it is; when people really know you care about them, then you get a common goal, and people want to work hard for you. And that’s not just. Let me fake caring about these kids, and then they’re gonna work hard. My players know I genuinely care about them.

 

How do they know? Do they test you?

 

Of course they do. [CHUCKLE] What children don’t test; right?

 

How do they test you?

 

They’re gonna see how far they can take the discipline. You know, if they miss a class, is Coach really going to, you know, suspend me?

 

And that’s constant management for you.

 

Oh, yeah.

 

Isn’t it?

 

Yeah. And it’s constant discipline for me to stay consistent. Kids say they don’t want discipline. Kids love discipline, and they want consistency. So, it’s a test for me to say, We just talked about this last week, here we go again. That’s where I have to be very disciplined in what I do.

 

And the punishment is, they sit out?

 

Yeah. And you know, I don’t like a lot of rules. I want my players to manage themselves and discipline themselves, and know the right way to go. There is an area, though, that I don’t have any wiggle room; and that’s academics. A lot of coaches, when kids don’t go to class, they put ‘em on the track and they run ‘em. Well, my kids are already in shape, so running ‘em is very easy. I sit ‘em. And for my mainland kids, I sit ‘em when they go home. I let ‘em warm up, and don’t tell ‘em, and they go through all the warmups so people know they’re not hurt, and then they don’t play. And then, the parents come and say, Why did my kid not play? Go talk to your kid about her academics. Doesn’t happen again. And I tell my players that up front. I will put you in the position where you’re going to now get in trouble by your parents, not just me. So, we have a 3.1, 3.2 GPA. And that’s a pretty good GPA when we do as much traveling as we do. And I have a committed group of young ladies that understand that rule very, very clearly.

 

Through the time you’ve been coaching, have the issues that your players bring to you, personal issues, have they changed?

 

No. When I was at Mount SAC, I dealt with a population that—most of the population, single parent, first generation college, a lot of learning disabilities, and a lot of abuse. Whether it was substance, domestic, sexual; a lot of abuse. And so, basketball became the carrot that they wanted dangled in front of them, because that was their way out. That was their way into a better life. So, I would say that I didn’t deal with it as much. Not that it wasn’t there, but the kids didn’t have the need to come and talk to me as a coach. It was USC, different socioeconomic status. Coming back to Hawaii, the problems are the same, and it’s just do kids know that they’re there, do kids want to talk about ‘em. And my door is always open in case they do.

 

What about a difference in—you know, we’re seeing a change in generations and use of media. I mean, all kinds of changes in society. Is that reflected in the players you coach?

 

It is. You know, they’re very connected all the time to their devices. And I remember the first time I ever thought, Wow, there’s a separation with connection. A player texted me and said, Coach, you know, my grandmother died. And I’m like, Don’t text me that; come and see me. We need to give a hug here, we need to have a conversation, I need to check in with you. And all of a sudden, you get those types of conversation in text; there’s a disconnect. There’s an appropriate way of text messaging; Hey, meet me for coffee. Great. But don’t tell me a life issue through a text message, because I can’t see how you are and you can’t relay how you are, and it just allows kids to build this huge wall where they don’t get vulnerable, they don’t share emotion. And it doesn’t have to be with me. But I don’t think anyone can hide behind a wall their entire life and have healthy relationships. So, there’s a huge disconnect, more today than when I started at Mount SAC. And I’m dealing with the same age group; right? I get older, they stay the same.

 

And so, you’ve gotten a chance to see what happens to your eighteen, nineteen, twenty, twenty-one-year-old players. What have you seen as far as after their sports involvement? What happens?

 

Lot of them have gone on to coaching. Couple of them are in administration. You see them get married, have children, or great relationships, you know, get jobs where they’re successful. And a lot of them come back and say, Coach, you know, this is what I’m doing. Going to weddings, and you know, it’s been great to see them grow as young women, and see them apply some of the things that they fought you on [CHUCKLE] so many years ago.

 

And now, they enforce.

 

And now, they enforce. You know, I watch them coach, and I’m like, Okay, now they get it, they get how hard this is. And watching them have those boundaries and those rules, and it’s really fun; it’s really fun.

 

Did you have to go through a learning curve to be accepted here? Did you have to change anything about yourself?

 

That’s the weird thing for me, is I feel like I’m more myself here than I’ve ever been, because of how accepting people are. I got some great advice when I was hired. You know, don’t get political, stay out of it. You know, understand the culture, and some key things about the culture. And I listened to that. And also, saw that the people that were mentoring me, and on my interview committee, and women that came up and said, We want to be on your hui, we want to help you, were authentic. And they were just transparent in everything they did with me. And I saw that. And I thought, Okay, you need to be Laura Beeman, you can’t be anybody else, you have to be Laura Beeman. And if you’re honest and do things the way that you feel is right, even if you make a mistake, people are gonna be okay with that. I don’t know why I was embraced here so quickly. But I’m thankful for it.

 

You have a statewide constituency as coach, especially in the islands, because we don’t have professional sports. And so, you know, statewide audiences are watching, and proud, or willing to complain.

 

And when they see you embrace the culture, and they see you embrace—I’m just gonna say it, the aloha spirit, they love that. And so, when you have an off year—I’ve probably had more people come to me this off season and say, Coach, great job. And this is the worst year we’ve had. Because they see it in my face that this was a tough year, we struggled. This is not what I wanted. You know, this is not meeting my expectations. And so, pounding my head against the wall, what I did wrong, I’ve had more people come up to me and say, Keep doing what you’re doing. That doesn’t happen in a lot of other places. You walk through the airport, and instead of someone looking at you and giving you stink eye, they come up and they … Thank you, Coach. And you know, Can we take pictures with you and your team and, can you sign this and, my little girl wants to meet you. And that comes at wonderful, wonderful times when it’s tough. I feel that the community here sees these kids in the community, they see these kids going to class and graduating, they see the work that we’re putting in, and embracing what we have here. And I think that that’s something that when you live here, you understand it. If you don’t live here, you don’t.

 

You’ve been through a lot of victories in your life, though.

 

Uh, yeah.

 

Does it get old hat?

 

No, no, no, no, no. [CHUCKLE] Winning is fun.

 

When Laura Beeman first arrived at UH, the buzz was quite positive. Her hire was considered a good get for the University of Hawaii. And since then, there have been rumors about certain Pac-12 schools being very interested in hiring her away. At the time of our conversation in 2017, five years in, Coach Beeman said Hawaii has been good to her. She did mention that coaching at this level is tough on the body and the daily schedule, and there will be a time when she’d like to explore athletics administration. Mahalo to Laura Beeman of Honolulu, and thank you for watching Long Story Short on PBS Hawaii. I’m Leslie Wilcox. Aloha, a hui hou.

 

For audio and written transcripts of all episodes of Long Story Short with Leslie Wilcox, visit PBSHawaii.org. To download free podcasts of Long Story Short with Leslie Wilcox, go to the Apple iTunes store, or visit PBSHawaii.org.

 

You have to make a lot of real time, fast decisions when you’re in the middle of a game. How do you do that? And do you have trouble doing that at all?

 

At times, for sure. At times, you can get caught up in the emotion, you can get caught up in a certain play and miss what’s going on over here. That’s why I have incredible assistant coaches. They don’t miss a thing.

 

It’s teamwork. This is not the Laura Beeman Show; trust me.

 

[END]

 


PBS HAWAI‘I PRESENTS
Kū Kanaka/Stand Tall

 

In August 1969, 15-year-old Terry Kanalu Young became quadriplegic after a diving accident. Initially bitter about his circumstances, he eventually realized that his rage could destroy him – or he could learn a great lesson from it. This film explores Young’s life journey, from a Hawaiian history student to an activist and community leader, and how he used his insights about identity and trauma to offer hope to dispossessed Native Hawaiians.

 

To learn more about Terry Kanalu Young, be sure to see this interview.

 

Kū Kanaka/Stand Tall

PBS Hawai‘i Presents

Kū Kanaka/Stand Tall

The story of Hawaiian community leader Kanalu Young Premieres
Thursday, June 15, 8:00 pm

 

By Liberty Peralta

 

In August 1969, 15-year-old Terry Young took a dive into the ocean from a rock wall at Cromwell’s Beach near Diamond Head. The water was shallow; Terry hit his head. In a split second, he became quadriplegic – paralyzed from the neck down, with limited use of his hands and arms.

 

Kanalu Young at an Elder-hostel (now called Road Scholar) summer program, circa 1997. Photo courtesy of the Family of Kanalu Young.In rehab, bitter from the accident, young Terry took his anger out on hospital staff. Eventually, he realized that his rage could destroy him – or he could learn a great lesson from it.

 

It was 1970s Hawai‘i, and the Hawaiian Renaissance was taking root. Terry, who would adopt the Hawaiian name, Kanalu, turned his passion toward Hawaiian language, history and culture. In the 90s, he earned a PhD in Pacific Island history and began his career as a professor of Hawaiian history at the University of Hawai‘i at Manoa.

 

Filmmaker and professor Marlene Booth first met Kanalu when they both served on a panel to review film proposals. They ended up working together on Pidgin: The Voice of Hawai‘i, a documentary that made its broadcast premiere on PBS Hawai‘i in 2009. Shortly before the completion of Pidgin in 2008, Kanalu passed away at age 54.

 

Marlene spoke with us about the making of Kū Kanaka/Stand Tall, and about Kanalu’s life and legacy. The following is a transcript of that conversation.

 

 

PBS Hawai‘i: Tell us about when you first met Kanalu.

 

Marlene Booth: I first met Kanalu in the year 2000. We were both serving on a panel put together by PIC [Pacific Islanders in Communications] to judge proposals for films. He was there representing the academic side and I was there representing the filmmaker side. I saw that as we discussed the proposals we’d read, he and I seemed to be saying similar things, and I liked that, so I approached him and asked him if he ever thought of making a film. He was a professor, a tenured professor at the University of Hawai‘i, but he said yes! He said yes as though he had been waiting for somebody to come and ask him that question.

 

So we began talking about, if we made a film together, what that would be. We emailed back and forth because I wasn’t really living here at that point, and came up with the idea to do a film about the resurgence of the Hawaiian language, which ended up morphing into a film about pidgin, because of Kanalu. This local boy, who taught Hawaiian studies, who loved Hawaiian history, and really felt like Hawaiian history and Hawaiian language had given him a sense of who he was in the most important way, said, “Let’s do a film about pidgin.” And when I asked him why, he said, “Because without pidgin, I would cease to be whole.”

 

So we ended up then making a film about pidgin, which was on PBS Hawai‘i, called Pidgin: The Voice of Hawai‘i. That took many years because funding a film always takes a long time, and producing a film takes a long time. Towards the end of the editing of that film, Kanalu passed away. He was quadriplegic from the age of 15, and almost a lifelong sufferer with asthma. With the combination, he got very sick. He ended up in the hospital and never came out of the hospital. We lost him in late August 2008. Pidgin would be finished just a few months after that, toward the end of 2008. Kanalu, unfortunately, only got to see the first 20 minutes of it, which he liked. But he would have loved to see the finished product. He would have loved interacting with audiences and talking to them about who they are. Identity was very important to him.

 

When did you realize that Kanalu’s story would make a good film?

 

A few years had passed [since his death]. I started thinking about Hawaiian language and history, and what it meant to live in a place like Hawai‘i, a place where history is alive and being talked about every day. There’s such vitality to that and such importance in terms of what it means to be a person whose history is being rediscovered and affirmed. The renewed interest in Hawaiian language and history are really embodied in Kanalu’s life. He became active in the disability community as a leader, but he was well aware that all around him was the awakening of Hawaiian culture. It was as though what had been a Hawaiian Renaissance on a statewide scale became Kanalu’s renaissance. It completely opened him up to all of these things. Everything spoke to him and he wanted to grab it in every way he could. He became a graduate student in Pacific Islands history, which is what [UH] had at that point, and he got a PhD in it and became a professor.

 

Kanalu Young, center, was in the front line of the 1993 ‘Onipa‘a march, which observed the 100th anniversary of the Hawaiian Kingdom overthrow. Photo courtesy of Ed Greevy.Kanalu Young, center, was in the front line of the 1993 ‘Onipa‘a march, which observed the 100th anniversary of the Hawaiian Kingdom overthrow. Photo courtesy of Ed Greedy.

 

Meanwhile, he didn’t limit what he was learning to the classroom; he went to demonstrations. In one, which was a year before the famous 1993 ‘Onipa‘a march, in 1992, he was arrested at a vigil that was celebrating King Kamehameha on King Kamehameha Day. It was meant to serve as preparation for what would become the ‘Onipa‘a march the next year. People stormed the stairs of ‘Iolani Palace, which he could not do. He was forcibly pulled from his wheelchair and thrown in a paddy wagon, which I think brought him into the notice of people who might not have known him outside of the university. When the 1993 march came along, it struck a chord with people who, as [UH Hawaiian studies professor] Jon Osorio told me, had not heard the real history of Hawaiian history, and this was the first time they had heard it. At that march, Kanalu is in the front line. He suddenly goes from being a learner and a student who’s moving toward becoming a teacher, to becoming a leader, not having really thought it, but his actions that came out of his sense of who he was and what he had to do propelled him there.

 

The film presents parallels between Kanalu’s life story and the story of the Hawaiian community. Was this something Kanalu himself observed?

 

In one of the final interviews he gave, Kanalu was in bed, and he’s talking about how he thinks he has an unusual perspective on the Hawaiian sovereignty movement. He says that when he came into it, the Hawaiian community was broken and in recovery. He said, “I understood that.”

 

When I spoke to Noelani Goodyear-Ka‘ōpua, who had been his student, and Jon Osorio, who was his very good friend and colleague, both of them said something similar – that Kanalu brought to the Hawaiian movement a sense of understanding and moving forward from trauma because he had had his individual encounter with trauma years before. I think Kanalu knew that the recovery side doesn’t stop, it’s ongoing. I think he felt that the Hawaiian movement gained strength by acknowledging trauma, acknowledging loss, and moving forward to recovery. I think he felt that understanding history, re-asserting language, and publicly celebrating culture, was really very important to cultural and national renewal.

 

How did the film’s title come to be?

 

One of Kanalu’s friends who teaches at an immersion school, Pua Mendonca – I was talking to her early in my research for the film – I said, “What would you title it?” And she said, without missing a beat, “I would call it Kū Kanaka/Stand Tall.” She said Kanalu always stood tall. He was always head and shoulders above the rest of us.

 

I later learned that there was a book with that same title about the resurgence of Hawaiian music, at the beginning of the Hawaiian Renaissance. That came out many years ago, and yes, they both have the same title, but there was no connection.

 

Why is the film only about 30 minutes long?

 

There are several reasons. The funding mandated half an hour. There’s also only a finite amount of footage we could find of Kanalu that was in usable form. There was a lot of material on VHS that had deteriorated to the point of no recovery. I think we searched long and hard for any material of him.

 

We didn’t want him to get lost in the story. It’s tricky when you’re doing a film about someone who’s passed away. It’s easy for the film to be one person or another giving testimony about who he is. It was very important to have Kanalu’s voice and image in the film, and there just wasn’t all that much out there. What was out there, we found, as far as I know.

 

Half an hour is also a very usable length for classrooms and that’s important. Also, I realized that an hour-long film would have also been another year or two of fundraising and production. I really wanted to get the film done and out and used.

 

You worked a lot with ‘Ulu‘ulu [the moving image archive at UH West O‘ahu] on this project.

 

‘Ulu‘ulu was so important. The film would not have happened without ‘Ulu‘ulu. They were the ones really getting their hands dirty. They have a ton of footage from the ‘Onipa‘a march and Kanalu was in a lot of that.

 

‘Ulu‘ulu found an interview that Mahealani Richardson had done as a young reporter at KGMB asking him about ‘aumakua. The cameraman, bless him, let the camera roll before and after the interview. What Kanalu said to Mahealani before and after the interview became key pieces in the film. They talked as an older Hawaiian man who knew Hawaiian history, and a younger Hawaiian woman who was curious. I would have never found this footage without ‘Ulu‘ulu.

 

What are some things about Kanalu that you wish could have been included in this film?

 

I’m happy with the film; it gives a strong idea of Kanalu and his importance to the Hawaiian movement. He loved to sing, and he had a wonderful sense of humor, and I don’t think we were able to get enough of that into the film. I wish there had been the time to develop more the fullness of Kanalu the person, but in finding a story, the strong focus seemed to be his individual understanding of who he was as a Native Hawaiian, and the way he was able to propel that into helping others connect to the Hawaiian movement.

 

And some things need contextualizing. There’s some home movie footage that Kanalu’s brother shot on VHS, where he’s being silly, but I think it would have taken a little bit of contextualizing to explain where his silliness came from and how it operated.

 

There was a whole incident that we never talked about [on camera]. Leading up to the 25th anniversary of his accident, of taking that dive at Cromwell’s, he said, “I want to go back to Cromwell’s. I want to get in the water and I want to make my peace with the ocean, and I want to reassert my love for the ocean and tell the ocean it wasn’t your fault.” He does this whole thing of finding friends who are lifeguards and firemen and weather people who can tell him what the surf condition is going to be, and then he mobilizes everybody he knows, and he works out a whole choreography. “How am I going to get in the water? What are we going to use?” And he does it! They get him in the water. The waves were coming over him because the waves were stronger than predicted. He does it for himself; he wants that experience. But he also does it for everybody else, to show them that anything is possible. It’s got to be tactile for him, even though he can’t feel most of it, except for his neck up.

 

Friends and family helped with Kanalu’s return to Cromwell’s Beach, 25 years after his fateful dive there paralyzed him from the neck down. Photo courtesy of the Family of Kanalu Young.Friends and family helped with Kanalu’s return to Cromwell’s Beach, 25 years after his fateful dive there paralyzed him from the neck down. Photo courtesy of the Family of Kanalu Young.

 

If Kanalu was a different person, he could have said, “I never want to go back there.”

 

Exactly, but he wanted to, and it was fantastic. His friend and younger colleague, Kekai Perry, told that story, but I didn’t have Kanalu telling it. I had one great photo, but it just wasn’t enough to make a whole scene work in the film.

 

Each thing I might have added about him [in the film] would have uncovered another layer of this man. We can’t any of us be reduced to just one thing about ourselves. But in a film, of course, you need to have a goal and find a story. The more compelling story seemed to be who he was as a voice at this time, at that moment in history. Next film, next round. [laughs]

 

If there’s one message you’d like people to take away from this film, what would that be?

 

Boy, there are a million messages. Kanalu was both a gentle man and a warrior, and I think he understood that history is complex, the times we live in are complex, and we need to garner our strength to recognize injustice when we see it, to be resilient to fight against it, and to continue that engagement, while continuing to be ourselves.

 

In these times, I think he would say that there is strength in knowing who you are and knowing the various parts of yourself, especially for Native Hawaiians, in terms of knowing the history, language and culture, and understanding that those tools embolden you and make you a better person, and never to forget that, and to use that in service of fighting injustice.

 

I think about him all the time and what he would be making of our times now. And I think he would say, “No give up.”

 

Right after his accident, Kanalu was in the hospital, angry at everyone there. It would have been so easy to go in that direction instead.

 

He saw that other direction. But Kanalu makes a decision that you’re in rehab to not give up, and that makes all the difference. Once he’s made that decision, that he’s in the game and he’s in it for the long haul, the world opens up to him, and he goes after everything.

 

He was always open to new things. He could take a really strong stand publicly about something in Hawaiian history, and then he’d uncover new evidence. He was always saying, “It’s got to be evidence-based. Make sure that what you’re saying is evidence-based.” Every time I say that to my classes at UH, it’s Kanalu speaking through me. If he had evidence for something, he’d change his mind and not feel like less of a person.

 

He often said that if the accident had not happened, he would never had been who he became. Not that he would have ever looked for the accident, but it gave him a focus, and a seriousness of purpose, and a seriousness about himself. From that, he knew how to adapt to change. That was not something new for him; he had adapted to probably one of the biggest changes to adapt to, when he was just an adolescent, becoming who he was going to become.

 

Kanalu Young at an Elder-hostel (now called Road Scholar) summer program, circa 1997. Photo courtesy of the Family of Kanalu Young.Kanalu Young at an Elder-hostel (now called Road Scholar) summer program, circa 1997. Photo courtesy of the Family of Kanalu Young.

 

He was comfortable with himself as a man in a wheelchair in public. That was never an identity he shied away from; he was who he was. His disability was a part of who he was. It gave him a perspective on himself, on life, on Hawaiian history, that he appreciated. It allowed him to see things and hear things and to understand things that might not be available to everybody.

 

A big life, this man had.

 

PBS Hawai‘i to air documentary on late Hawaiian history professor, activist

PBS Hawaii

For questions regarding this press release, contact:
Liberty Peralta
lperalta@pbshawaii.org
808.462.5030

 

Download this Press Release

 

PBS Hawai‘i to air documentary on
late Hawaiian history professor, activist

 

Kū Kanaka/Stand Tall premieres June 15 at 8 pm on PBS Hawai‘i

 

Kū Kanaka/Stand TallKanalu Young, center, was in the front line of the 1993 ‘Onipa‘a March in Honolulu, which commemorated the 100th anniversary of the Hawaiian Kingdom overthrow. Photo: Ed Greevy

 

HONOLULU, HI – A half-hour documentary about the late University of Hawai‘i Hawaiian history professor, Kanalu Young, is set to make its statewide broadcast premiere on PBS Hawai‘i. Kū Kanaka/Stand Tall premieres Thursday, June 15 at 8 pm on PBS Hawai‘i’s local film showcase, PBS Hawai‘i Presents.

 

A live discussion about the film will take place on Insights on PBS Hawai‘i at 8:30 pm, following the broadcast premiere of Kū Kanaka/Stand Tall.

 

The documentary traces Young’s story, starting with his fateful dive at age 15 near Diamond Head. The accident paralyzed him from the neck down, with limited use of his hands and arms.

 

In rehab, he went through a period of rage. According to Kū Kanaka/Stand Tall filmmaker Marlene Booth, Young eventually chose a new path. “Kanalu makes a decision that you’re in rehab to not give up,” Booth said. “That makes all the difference.”

 

In 1970s Hawai‘i, when the Hawaiian Renaissance was taking root, Young would turn his passion toward learning Hawaiian language, history and culture. In the mid-90s, Young earned a PhD in Pacific Island history and began his career as a Hawaiian history professor at the University of Hawai‘i at Manoa. During his studies, Young participated in demonstrations, including the 1993 ‘Onipa‘a march in Honolulu that commemorated the 100th anniversary of the Hawaiian kingdom overthrow.

 

Booth says that Young’s personal experience with trauma gave him insight into the trauma experienced by the Hawaiian community. “I think he felt that the Hawaiian movement gained strength by acknowledging trauma, acknowledging loss, and moving forward to recovery,” Booth said. “I think he felt that understanding history, re-asserting language, and publicly celebrating culture, was really very important to cultural and national renewal.”

 

Booth, who co-produced the documentary Pidgin: The Voice of Hawai‘i with Young shortly before his passing in 2008, said that Young was “both a gentle man and a warrior.”

 

“In these times, I think he would say that there is strength in knowing who you are and knowing the various parts of yourself, especially for Native Hawaiians,” Booth said.

 

“I think about him all the time and what he would be making of our times now. And I think he would say, “No give up.”

 

To view the full interview, click here.

 


PBS Hawai‘i is a 501(c) (3) nonprofit organization and Hawai‘i’s sole member of the trusted Public Broadcasting Service (PBS). We advance learning and discovery through storytelling that profoundly touches people’s lives. We bring the world to Hawai‘i and Hawai‘i to the world. pbshawaii.org | facebook.com/pbshawaii | @pbshawaii

 

PBS Hawai‘i hires Mariko Miho as chief fundraiser

PBS Hawaii

For questions regarding this press release, contact:
Liberty Peralta
lperalta@pbshawaii.org
808.462.5030

 

Download this Press Release

 

VP Advancement at PBS Hawai‘i, Mariko MihoHONOLULU – Mariko Miho has been named PBS Hawaiʻi’s new Vice President of Advancement. In this key fundraising position, she is responsible for building a blended-gifts program and coordinating a multimedia giving campaign for the statewide public television station.

 

Pictured: Mariko Miho is PBS Hawai‘i’s new Vice President of Advancement.

 

For more than 20 years, Miho served the University of Hawai‘i Foundation as a senior-level development officer, matching donors’ interests with the greatest needs of the University of Hawai‘i. She also worked with the UH Community Colleges on statewide issues. Prior to her tenure with UH, Mariko worked in marketing communications and nonprofit arts and cultural organizations in California and Hawaiʻi.

 

“I am thrilled to join PBS Hawai‘i,” Miho stated. “This is a unique opportunity to join a media organization with a mission to serve the community through learning and discovery.”

 

Born and raised in Honolulu, Mariko is a graduate of the University of Hawai‘i at Manoa.


PBS Hawai‘i is a 501(c) (3) nonprofit organization and Hawai‘i’s sole member of the trusted Public Broadcasting Service (PBS). We advance learning and discovery through storytelling that profoundly touches people’s lives. We bring the world to Hawai‘i and Hawai‘i to the world. pbshawaii.org | facebook.com/pbshawaii | @pbshawaii

 

LONG STORY SHORT WITH LESLIE WILCOX
Linda Furuto

 

Linda Furuto is a math education professor at the University of Hawaii at Manoa, and uses math regularly as she trains as an apprentice navigator on the Polynesian voyaging canoe, Hokulea. Math didn’t always come easy to her; she struggled in her tenth grade algebra class at Punahou. But she worked hard to pass the class. “I really did learn the importance of a positive attitude, working hard, and having a support network of people who want you to succeed can help you,” Linda says.

 

This program will be rebroadcast on Wednesday, May 18 at 11:00 pm and Sunday, May 22 at 4:00 pm.

 

Linda Furuto Audio

 

Download the Transcript

 

Transcript

 

I studied about six hours day, just on mathematics, because I wanted to keep up with my peers. And um, one of the greatest accomplishments of my—of my life as far as passing that class um, and uh, above and beyond passing that math class, I really did learn the importance of a positive attitude, working hard, and having a support network of people who want you to succeed an—and can help you. I wanted to go into mathematics because I struggled with it, and I know so many of our local kids struggle with mathematics.

 

 

Linda Furuto is next… On Long Story Short.

 

Aloha Mai Kakou. I’m Leslie Wilcox.

 

University of Hawaii Associate Professor Linda Furuto is an accomplished math teacher who shows students how to use math to better understand their world. It’s one of the reasons that in 2010… Linda Furuto was named one of Hawaii’s top “40 under 40” professionals. She’s cerebral and she’s physical. She was invited to train as an apprentice navigator on the double-hulled Polynesian voyaging canoe… Hokulea, and she is picking up different legs of its current worldwide voyage. While math was acquired passion, Furuto took to the ocean right away, as a keiki growing up in Hauula on the windward side of Oahu.

 

I had the most wonderful and best childhood. I grew up in a 12.5-mile stretch between Kaaawa and Kahuku, and to me, the most important things in life are ohana and values. Um, I’m really grateful for the opportunities that I had to um, let’s see, go spearfishing. With—with my dad and uncles. And um, borrow the plastic trays from McDonald’s to go bodysurfing with my friends. But we always returned them.

 

We just really—

 

Bodysurfing with the—

 

Yeah.

 

–plastic trays?

 

Yeah.

 

They’re kind of small, aren’t they?

 

Oh, but they’re the perfect size if you reach under your arm, like that.

 

Oh, like that.

 

Yeah!

 

Oh, bodysurfing.

 

M-hm.

 

Right.

 

M-hm. And we always returned them.

 

Just maybe not in the same condition.

 

That would be which McDonald’s? The—

 

Uh—

 

The one in—

 

Laie. Um, but my favorite was um, jumping into the dumpsters be—behind Hauula Shopping Center. Used to be Pay ‘n Save there. And we’d grab out the cardboard boxes. My three younger brothers and I; Matt, Nick, and Dan. We—we’d flatten the cardboard boxes, and see who could ride them the fastest down the dirt hills behind Hauula Shopping Center. It was so fun.

 

Dirt and mud, or just dirt?

 

Um, it was mostly dirty. But that’s a great question, because it was—

 

Mudsliding—

 

–even better.

 

–would be fast; right?

 

Exactly.

 

Mudslides were the best. But that was—that was my world.

 

So, your parents saved a lot on toys for you.

 

I think so. Nature was—provided all the toys that we needed. Yeah.

 

What’s your family like?

 

My family . . . my family’s just amazing. They’re kind, they’re loving, unconditionally loving, and generous. And supportive in everything that I’ve done so far. I also want to clarify that—that to me, ohana is not just necessarily the people that we’re related to by blood, but to me, my definition of ohana is the extent to which we’re willing to do something for another person. The commitment that we have to each other, the dedication to the projects and visions, and love. And so, my ohana is really stretch—really stretches from hanabata days in Kahuku, to transferring to Punahou as a tenth-grader, leaving the islands for school and work, and then coming back home to be part of the University of Hawaii, East-West Center, the Church of Jesus Christ of Latter Day Saints, and the Polynesian Voyaging Society ohana, among others.

 

Did your parents explicitly give you values, or did you just soak them up by osmosis?

 

I would say both. I would say that it’s extremely difficult to measure the size of my mom’s heart.

 

Tell me about your mom. I believe she’s a social worker; right?

 

M-hm; yup. So, typically, when the kids—the four kids would come home, and my dad, who’s a—a mathematician would say, Okay, tell me what you did chronologically, from the time you got out of school until the time you went to soccer practice, or hula, to the time you arrived home. And then my mom would say, Honey … you know what, tell me how you feel.

 

Oh, you’ve got one on this side—

 

–and one on that side. Perfect blend.

 

Yeah; my mom instilled in me a sense of social justice and equity in all I do. I strive—

 

And your dad could measure it.

 

And my dad could measure it. Yeah; yes. My dad is very strict, growing up. And he … he showed us—showed his love in different ways. So, instead of saying, I love you, he would show us his love by the things he did, his actions.

 

For example, when my family moved from Kahuku to Punahou, I was in the tenth grade. My parents commuted from Honolulu to Laie, five days a week, sometimes more. So that—

 

Rather than make you commute, they commuted.

 

Yup.

 

Wow. How long did they do that?

 

Uh … maybe about a decade.

 

Linda Furuto’s Transition from Kahuku High School to Honolulu Prep Academy Punahou School in the 10th grade was not easy. And although her father is a mathematician…she struggled with the subject in school.

 

That was a culture shock, as well as—

 

M-hm.

 

–an academic shock; right?

 

M-hm. M-hm.

 

What was that like for you socially?

 

It was socially very difficult at first. I remember eating lunch in the bathroom, because I didn’t have any friends, and felt like a lot of folks all already had their cliques.

 

M-hm.

 

But life has a way of always opening a door, sometimes in the least expected ways. And I found a network at Punahou School of friends, lifelong friends who I cherish to this day.

 

How’d you find them?

 

I think Punahou—Punahou has a very nurturing environment.

 

M-hm.

 

And so, I … tried out for the swim team, track, marching band, jazz band.

 

Speech and debate. Yes, Golden Key, Honor Society, various clubs and activities where I learned to find my voice, literally, like in speech and debate.

 

Were you getting As?

 

No.

 

No; I was getting Ds and Fs.

 

I had Ds and Fs my first quarter. I received demerits because I wasn’t passing my classes and I just remember thinking, I’m working, I’m physically, intellectually, mentally working as hard as I possibly can, but I’m still not passing.

 

 

The hardest math class that I’ve ever taken to this day was Algebra II Trigonometry Honors in the tenth grade at Punahou School with uh, Mrs. Craven and Mr. Best. So, that was the year I transferred from Kahuku to Punahou. I was about two and a half years behind my peers. Um … but I really—I really love a challenge, and maybe I’m a little bit stubborn too. But I didn’t want to drop that class.

 

Did your father see you struggling with math—

 

M-hm.

 

–so much?

 

M-hm.

 

And what were his thoughts about that?

 

He let me struggle.

 

Not an enabler.

 

Um, he would say … hypothetically, say I was working on the derivatives, the math problem in—in calculus. He would say … Okay, kid; you want help? I want you to prove to me the fundamental theory about calculus, and then I’ll help you. By the time I had proven a theorem or postulate that would actually help me answer the question, I didn’t need his help anymore. So, it was a life lesson again in helping me – guide my path along—along um, learning about … my own self, my identity, the values, what I—what I was … and continue—continuously willing —to work hard for, to [Indistinct] for.

 

 

Linda Furuto’s perseverance is a defining trait. She works hard on her goals. She earned a math degree from Brigham Young University in Utah, a Master’s in math education from Harvard University and she studied at UCLA for her Doctorate. After almost a decade on the mainland… a job offer…brought Furuto home.

 

I’m very passionate about ethnomathematics, and—

 

What is ethnomathematics?

 

Ethnomathematics is defined as the intersections of culture, historical traditions, sociocultural roots, among others. It encourages the investigations and adaptations of these concepts, both within and outside of the classroom in real world experiences. The goal—

 

That’s the answer to the question, then, when kids say, How is this relevant to me? Why should I take this?

 

Exactly; exactly as you’ve said. The goal of ethnomathematics is to acknowledge that diverse systems and cultural frameworks have existed since the beginning of time, and to help educators foster pathways that lead to increased student engagement through disciplines like mathematics, science, technology, and engineering.

 

… I’m so grateful that the University of Hawaii West Oahu hired me. I was hired as the first math faculty to—to build the math program um, and … I was the only math faculty for the first six years as UH West Oahu transitioned from a two-year to uh, a four-year liberal arts comprehensive university. It was an amazing opportunity to be part of that, because … I utilized Hokulea and ethnomathematics to help me build that program, to seek out, help from the other campuses within the University of Hawaii system, all who helped me design, from the ground up, um, institutional learning outcomes, go through accreditation, admissions and graduation requirements, design a baccalaureate degree in mathematics, um, which would not have been possible without enrollment in mathematics courses increased fourteen hundred percent. We started off—

 

Wow.

 

–with a population of about eight hundred sixty-six students in 2007, and when I left, there were approximately twenty-four hundred students. We had a couple math classes when I started. There were upwards of twenty math classes by the time I left. And, those are quantitative statistics, but qualitatively when we take a look at the individual students who would say things like … I hated math, I used to think that it was … boring and I felt no connection to it, but now I see that math is my culture, that math celebrates me, and mathematics validates who I am, and because of that, I want to be a secondary math teacher in Hawaii. I want to go back to my community on the Leeward side of Oahu, because this is … this is what matters to us and our students. And I think that, to me, speaks … volumes, much more than the quantitative part, just knowing that, the life of a student has in some way, shape, or form been transformed, because that student is a link in generations and will help to raise many, many generations—

 

M-hm.

 

–to come afterwards.

 

In 2013, Linda Furuto accepted a job as an associate professor at the University of Hawaii at Manoa. There…she continues to encourage her students to think about math in a new way… to integrate math into their everyday process and world view. She has been recognized with two Excellence-In-Teaching awards from the U.H. Board of Regents and the Math Association of America.

 

Could you tell me, if you’re trying to introduce or recruit a student to the study of mathematics, and they want to know, why should I care—

 

Mm.

 

What do you tell them?

 

On the first day of class, I always share with my students is the—is the old adage that, people don’t care how much you know, until they know how much you care. And I really believe that’s true. People … people don’t really care about your CV or your resume until you know that you’re gonna walk beside them in their mathematical journey, and beyond that in life as well. I always strive to help my students understand that their knowledge matters, and that their culture matters, and what they bring to the mathematics classroom is … centuries, centuries of rich mathematical traditions. And that just because … their ideas of mathematics aren’t written in a mathematics textbook doesn’t mean that’s not exactly what it is.

 

 

Seems like, Linda, as you talk, I’m thinking very literally and you know, mathematics. And you always kind of take it metaphorically and to … a more expansive place.

 

Mm.

 

A more visionary place. But it all starts with—

 

M-hm.

 

–your sense of how things work.

 

M-hm.

 

Right?

 

So, maybe we can—I’ll go back to the ethnomathematics and STEM institute.

 

Sure.

 

So an example of a literal example, a specific example of mathematics, actually, STEM is, for example, when we go to from the heavens down to the valleys, when we go to Waimea Valley, we um, debark some of the trees with the workers there. And we talk about rock wall formations and the significance of the pohaku stones. And we talk about vectors. So, direction and magnitude in the placement of these stones. We need to know where they go, because we don’t have cement. And as we talk about vectors, we connect them to standards, such as the mathematics common core state standards or the next generation science standards.

 

In terms of the makeup of the rock wall?

 

And the mathematical content involved with attention to precision and finding … beauty, power, clarity, and precision, and symbolic reasoning. So, making the connections be—uh, really in P-20 education, from early childhood education through higher ed. At the four hundred year old Waikalua Loko fishpond, with the Pacific American Foundation, we talk about ellipses and foci. So, why are fishponds oriented in a certain way? Why is the auwai um, the connection between the ocean water and the fresh water – why does it have a certain placement?

 

M-hm.

 

How does that relate to rates of change or derivatives? And how do we take that back to the classroom? And how do students understand what a derivative is, and how does that impact the way that they … not just memorize them for a math test or a physics exam, but then carry it with them so that we can eventually prepare them for college, career, and community readiness?

 

How did math figure prominently in the life of ancient Hawaiians? Who didn’t have our tools. But who loved tools.

 

Great question. There’s no exact or formal term for a mathematician or a scientist, but what they did in order to build with pohaku or what they did to design the—like the structural engineering involved with designing a fishpond, or what they did to … take a look at the ecosystems and how—how we’re connected through place-based education, those are—those are some other ways that they incorporated mathematics.

 

University of Hawaii Associate Professor Linda Furuto is using her knowledge of math principles…as an apprentice navigator and education specialist on Hokulea’s Worldwide Voyage…which was launched in 2014. The Journey is called Malama Honua or “Caring for Island Earth.” Furuto was there at the very beginning of the epic travels-that first leg from Hawaii to Tahiti.

 

Our kumu, like … Nainoa and Bruce Blankenfeld, Kalepa Baybayan, Bob Perkins, as part of my apprentice navigator and education specialist training, they would ask me questions like, Linda, what do you think is the purpose of education? When do you think a child starts learning? And where do you see yourself in forty years? Uh, no pressure.

 

And do it in twenty-five words or less.

 

So, we studied really, really hard. We looked at charts, we mapped things out. And because we had done all that work beforehand . . . as Uncle Pinky Thompson said, ninety percent is preparation, of voyaging is preparation. We’d done that preparation. So, we’d reached the point where we had to trust ourselves. And that’s really hard sometimes, between the squalls and the massive waves, to trust what your naau is telling you. But I do know from experience that … it helps you, and that you need to know that, because when you’re trying to find coconut trees after twenty-five hundred miles … something inside of you has got to trust itself and to know that … that we’ve done the preparation, and to also know that we never sail alone, and even if there’s thirteen people on Hokulea, thousands of people are guiding Hokulea on her journey … on her journey to Keala Kahiki.

 

 

What was that first trip like, the first leg of the worldwide voyage? Tell me a little bit about that.

 

I remember when we left Hilo … Kumukahi, in May 2014.

 

We waited until … nature told us it was the right time. And it was the right time, because when we hit the … the intertropical convergent zone and the doldrums, which can typically be dark, very dark, we had the full moon, the light of the full moon guiding us like a spotlight. And we could see the door, this like quadrilateral at the end of the horizon, just showing us where we needed to guide Hokulea to get through. We barely touched the sweep, which is how we steer the canoe, because it’s Keala Kahiki Hokulea was finding her way home, from Hawaii to Tahiti. And we used principles of science, technology, engineering and math to um, use weight distribution, forward or aft so that we could, guide the canoe into the wind or off the wind. We also used … sails. We brought so many sails, so we could use the dynamics of the winds to get us there.

 

Rangiroa was the first land that we saw after sixteen days of being out on the open ocean. And Nainoa said, Okay guys, you know your calculations, but you need to put that on the side and you need to trust your naau. You need to trust what it’s telling you, because those are the signs that are gonna help you find the land. And we did.

 

I love the Promise to Children document that we’re carrying with us on Hokulea around the world. And part of it reads, We believe the betterment of humanity is inherently possible, and we believe our schools from early childhood education through graduate studies are a powerful force for good. As we sail forty-seven thousand nautical miles around the earth, we will share Hawaii’s gifts of kindness and caring with our—with our brothers and sisters.

 

To me, the real highlight was just seeing the smiles of the children and … having them experience um … their, our shared culture. And thousands have been able to come onboard the floating classrooms, Hokulea and Hikianalia, models of island sustainability and exploration of ancient wisdom and modern connections.

 

What’s it like, just day-by-day, on the Hokulea, heading out across a huge expanse of ocean? Where do you sleep?

 

We sleep in the hulls. The hulls are pretty deep, and there’s a platform that goes on top of the hull, with a little puka, so you can descend below. And when you descend below, we keep, there we keep like food, water, miscellaneous supplies, and then … so you have a puka. And then, there’s a hatch cover. On top of the hatch cover is a plywood. On top of the plywood is a foam mattress; it’s maybe a few inches thick. That’s what we sleep on. And then, there’s a canvas … a canvas tent above us. But we’re not dry.

 

You’re not dry?

 

No, we’re not dry.

 

Throughout the night, you’re not?

 

We are not—well, um … people like me who are apprentice and at the very bottom, we’re never dry.

 

And you could still sleep well?

 

M-hm; m-hm. Because we know we’re exactly where we need to be. And so, when our master navigators they sleep at the—at the back of canoe, where it’s drier. But eventually, maybe we’ll get to move back–a little bit more each voyage.

 

Linda Furuto says navigator Nainoa Thompson…one of her mentors…asked her several times to become an apprentice before she said yes. Furuto had to be sure she was ready for the monumental responsibility.

 

… I realize that this is a lifelong commitment, and that this is something that I’m pledging to do for the rest of my life, not just for myself, but to help in schools and to help through … education, P-20 education and beyond the classroom through place-based education. And these are things that I think about every day, because this is my commitment to—to honor my teachers

 

This is—this is my path, this is not something I asked for, and never asked to be an apprentice navigator. I never asked to be on that first leg from Hawaii to Tahiti. It’s a gift that comes with lifelong kuleana, and I embrace it.

 

 

It’s a lot of kuleana. And you’re looking for the—I mean, you’re on your way to having that burden.

 

I do think about that. And Leslie, if I could share with you a quote. Just because I think navigating past, present, and future visions is one of my pillars, and something that I think about every single day. As we were getting ready to leave for Tahiti, Nainoa called me up about eight-thirty at night. He’s like … Eh, Linda; what you doing?

 

But Leslie, I was really watching TV.

 

But I didn’t want to tell him that.

 

I was looking at the stars, Nainoa.

 

Exactly. And it—yes, I saw this, at this declination. We ended up meeting about ten-thirty at night, and we went walking at Paiko’s. And …

 

That’s East Honolulu.

 

M-hm.

 

Lagoon.

 

M-hm.

 

Okay.

 

M-hm. And we watched the star constellations, Hokulea, Hawaii’s Venus star, and her companion star Hikianalia. So, our Taurus and Spica just rising in the heavens. And Nainoa imparted wisdom that I hope I’ll always carry with me. And he said, Linda, you have to have a vision. If you don’t, someone will take it away from you, or they’ll give you theirs. And that’s really important. We need to always be grounded in what we’re willing to sail for.

 

At the time of this conversation in 2015, Linda Furuto had sailed on 3 legs of Hokulea’s voyage around the globe. Mahalo to Math Education Associate Professor Linda Furuto of the University of Hawaii at Manoa for sharing your story with us. And thank you for joining us. For PBS Hawaii and Long Story Short. I’m Leslie Wilcox. Aloha A Hui Hou.

 

 

CREDITS: (30-40 SEC)

 

Two of my favorite places on Hokulea are the front and the back. On the back is a plaque; it’s for our na aumakua and it starts with Pele. And when we have the gods and goddesses, and up to this day, people who have gone before us uh, Papa Mau Piailug, our very first teacher and master navigator, um, and we have Lacy Veach, NASA astronaut and Punahou alum who says you need to take Hokulea around the world because Hawaii is a laboratory for living well on islands, including Island Earth.

 

Mm.

 

And when you have Eddie Aikau, whose plaque on the front of the canoe—so that’s my other favorite part. It reads, No greater love hath a man than this, that he laid down his life for his friends.   And I’m filled with courage, and I’m filled with peace, that I know I’m in the right place.

 

[END]

 

Full of Memories and Full of Thanks

Leslie Wilcox, President and CEO of PBS Hawai‘iAs you read this, the PBS Hawai‘i staff will have re-assembled across town in our new home for storytelling and community building, a beautiful work environment created and built by the support of our fellow Islanders.

 

It’s a cheerful place that promotes transparency – there are no cubicles, just open space with desk groupings and a lot of glass walls. It’s designed, by architect Sheryl Seaman of Group 70 International, for teamwork and collaboration.

 

One immediate favorite spot is nicknamed Team Space – it’s a long farm table where staffers can get together for lunch breaks or have work discussions, using a “writable” wall.

 

To get to this open environment, we had to pack up our longtime rented home on the campus of the University of Hawaii at Manoa. It was easy deciding which technology and office equipment to take. What “got” to us is the dilemma that faces almost everyone who moves: What do you do with stacks of memorabilia that are a nod to precious times and achievements?

 

First, our storehouses of past decades of programming, with people and places of a Hawaii gone by, held in outdated media formats: Chris Lee and Heather Giugni, co-founders of ‘Ulu‘ulu: The Henry Ku‘ualoha Giugni Archive, settled that for us by welcoming our material. They’ll do their magic to make programs accessible to online viewers and researchers.

 

Second, the trophies, accolades, and photographs from over 50 years of public television in Hawai‘i: We had a display cabinet of trophies and ceremonial gifts, and walls with framed acknowledgements. And there were plaques and certificates tucked away elsewhere – just too many congratulatory items, over the five decades, to showcase. We decided to create a pictorial and written record of all of them to take with us. A number were selected to be part of our new streamlined environment.

 

And so here we are, full of memories and full of thanks.

 

Our staff serves with the knowledge that we stand on the shoulders of excellent professionals and many caring, akamai citizens who’ve come before us. We intend to carry that same torch of education in this collaborative new space, upholding PBS Hawai‘i as a community connector that reaches into homes and hearts with authentic storytelling that touches, and even changes, lives.

 

As Board Chair Robbie Alm says, “I am very excited at all the opportunities the new building represents and I will also carry the spirit of our Dole Street (Manoa) building with me always.”

 

I mua! (Moving forward)
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Full of Memories and Full of Thanks

 

Here Goes! We’re in the Process of Moving

 

PBS Hawaii. Moving boxes.

Sticky notes and forms indicate which files will be going with us to our new location on Nimitz Highway and Sand Island Access Road.

 

Leslie Wilcox, President and CEO of PBS HawaiiPBS Hawai‘i staffers have heard this four-word question many times: “Have you moved yet?”

 

It’s certainly pertinent, after more than a year of updates on our new building under construction across town and the latest fundraising numbers.

 

Until last month, the answer was: No, not yet.

 

Now, as you read this, the answer is: Here goes! We’re in the process of moving.

 

It isn’t happening in a day. The start of the exodus from the University of Hawai‘i Manoa campus was last month. The new technology being assembled is awesome, including a new undersea-overland fiber link to New York to access diverse national and international programming. But it’s people who make things happen. If all goes well, on May 2, our dedicated employees and students will find themselves in a beautiful new home for education and media-making at the corner of Nimitz Highway and Sand Island Access Road.

 

We hope and plan to sustain uninterrupted broadcasting throughout the move. Our “flash-cut” to a new broadcast operating system is scheduled for the middle of this month. At this time, we’re getting up to speed with new technology, operating in what Chief Engineer John Nakahira calls a “shadow state” of parallel broadcasting.

 

As I understand it, our current landlord, the University of Hawai‘i at Manoa, is turning over the space we occupy to the university’s Academy for Creative Media. We’re pleased that the academy will gain a gem of a TV/multimedia studio, large and well-designed. It survived a 2011 fire and is imbued with the memories of prominent people, dramas, and live music that often moved the soul.

 

At the Nimitz home, a new large studio awaits us, as well as two smaller studios. It is our fond and fervent hope that this new home will blossom with illuminating and interactive new local programming, raising the bar in a fine tradition of Hawai‘i storytelling.

 

The final live telecast from the PBS Hawai‘i Manoa studio takes place on Thursday, April 14  our weekly live, call-in public affairs show, Insights on PBS Hawai‘i. Next time you view Insights, on May 5, it’ll be coming to you from Nimitz Highway.

 

With our Board of Directors, led by Robbie Alm, I can’t speak of our new building without thinking of you and thanking you. The people of Hawai‘i Nei built this new home for education through multimedia storytelling.

 

You had faith in a locally owned, locally run nonprofit enterprise that uses technology and touch to serve our fellow citizens of all ages with rich programming.

 

Mahalo piha. Here goes!

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