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LONG STORY SHORT WITH LESLIE WILCOX
Noa Emmett Aluli

 

“The health of the land is the health of the people” is a core belief for Dr. Noa Emmett Aluli. The Molokaʻi physician comes from a prominent Hawaiian family of medical doctors, academics, musicians and historical figures. In the 1970s, he made his own mark in history as part of the Kahoʻolawe Nine, a group of activists who stood up against the federal government to defend the island, used for decades in bombing drills. Dr. Aluli admits his personal mission to restore the health of Kahoʻolawe, and the health of Molokaʻi’s people, is a challenging long-term journey.

 

This program will be rebroadcast on Sunday, Nov. 10, at 4:00 pm and 11:30 pm.

 

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The land is the religion, the health of the land is the health of the people, is the health of the nation.

 

Meet this Moloka‘i physician and Kaho‘olawe defender, Dr. Noa Emmett Aluli, next on Long Story Short.

 

Dr. Noa Emmett Aluli has been serving Moloka‘i as a physician for more than four decades. He’s perhaps best known for his work alongside other protestors to protect and restore Kaho‘olawe, where the U.S. Navy carried out bombing drills for 50 years.

 

Dr. Aluli grew up in an extended Hawaiian family in Kailua, on Windward O‘ahu. His family line includes medical doctors; academics; and the Hawaiian patriot, Joseph Nāwahī, who in the 1890s opposed the U.S. government’s annexation of Hawai‘i. Dr. Aluli’s family also includes notable names in Hawaiian music, including his aunt, the late Irmgard Farden Aluli.

 

The Alulis are known for music.  Are you musical?

 

No.  My father would say: Don’t even try to sing, son.  I’m named after my dad, who was named after his dad, and it just goes on.  Musical—and on the other side, the Meyer girls.  You know, Malia was the oldest, and Mele Meyer, and—

 

Manu.

 

—Manu. Those are all my father’s youngest sister’s kids. And so, it was one, two, skip a couple houses, my dad, his brother, then my Auntie Irmgard were there.  But on the other side is my mother with 14 in her family.

 

You were surrounded by people.

 

Yeah, yeah

 

So, all these cousins, and aunties and uncles.

 

And we had to know them personally.  We just kind of really had to stick together and support each other. My grandpa was one of um … I think seventeen people who testified at the very first hearing on statehood in 1935.  There were about 150; Umm, 90 were in favor, 60 uhh, were against.

 

And he was…?

 

He was—he had conditions.  He said for the wellbeing and wellness, and the non-extinction of the Native Hawaiian, he had hoped that we would be recognized, as they had the year before, recognized the Native Americans and set up them as, you know, governments within-

 

-Mhmm.

 

—the government.  So, he—that was what he was thinking.  He was always—he was one of the organizers of the ummm, homesteading act, and he certainly kind of argued for it. We—we have that kinda like DNA or ancestral memory, or responsibility that—that we’ve kinda like grew up with.

 

Okay. So, with that scene set, that’s a lot of people around you, and people before you, and lots of talents.  But definitely, the DNA, as you mentioned, for standing up and standing against what you felt was wrong. 

 

M-hm.

 

So, you have Chinese and Caucasian, but you pulled on the Hawaiian.

 

Right, three-quarters, give or take.  I don’t know exactly, but you know, those days, you never keep track… English.

 

English.

 

Irish … English, Irish.  We have a coat of arm in—on my grandpa’s side, Cockett.  And the other one—

 

That‘s another famous name in Hawai‘i.  So, Aluli, Meyer, Cockett.

 

Yes; fortunate.

 

Did you feel privileged when you were growing up?

 

Didn’t know it, but yeah, we kind of like were able to afford good schools. Umm, never went hungry. Umm, you know, was able to compete in the ocean, was able to fish and—never hunted, though.  But privileged in the sense that we were given lot of opportunities, and had to prove that we would be able to kind of handle things in the years to come.  That was the big test of growing up.

 

 

One of Noa Emmett Aluli’s first major tests was self-imposed— he chose medicine as his career path, for the sheer difficulty of the training. First he earned his undergraduate degree at Marquette University in Wisconsin. Then he returned to O‘ahu and graduated in the first class of the John A. Burns School of Medicine at the University of Hawai‘i at Mānoa.

 

I heard that in your high school yearbook, Saint Louis, you said you intended to be a doctor.

 

Well, I did that because it was the biggest challenge that anybody could ever accept.  And umm, it was kind of like in a sense and I’m gonna do it. But then, it was a challenge all the way through, you know, undergrad, and getting into medical school, and enjoying medical school especially in…It was a lot of work.

 

Did you think you were not gonna make it at any point?

 

Umm, yes, because I couldn’t- I couldn’t discipline myself to study things that I couldn’t really put my hands around.  You know, all the science. And the way we were learning things just by memory, rote, repeat-repeat-repeat.

 

You’re better at learning by doing.

 

Yeah, exactly.  So, after my one year in a rotating integrated umm, residency program, I told the professors that I wanted to go and learn from the community.

 

That’s Hawaiian culture, isn’t it?

 

Yeah.  So—and I chose Moloka‘i, because I was there in my fourth year as a rural health elective. Umm, and I wanted Moloka‘i because they were changing too.  And the professors in that time were studying what happened in Kahuku; was happening in Kohala, where the plantations were closed and the big hotels were gonna be the tourist destinations, and how people were gonna make that change.  And Moloka‘i was going to change that way, too.

 

Also, Moloka‘i is known as the most Hawaiian place. Or the most Hawaiian island, I should say.  Because I think it’s, what … the last data I heard was nearly 40 percent of the population is Hawaiian, and many are more than 50 percent.

 

Yeah.  Well, and it’s actually because it was a leper colony there.

 

Kalaupapa.

 

Yeah, Kalaupapa.  People just were afraid of being there.  And because it was actually the beginning of the homesteading program.  The very first homestead was Kalama‘ula.  And then, Keaukaha was the second one on the Big Island, and then came back to Ho‘olehua.  So, it really had a real strong kinda like presence there. And a small island, so everybody knew everybody else.

 

Was it hard for you to make that transition?  You were kind of a suburban guy.

 

Yeah.  No, it was pretty easy.  Because the way we were brought up too was, you know, you go to a house and you eat anything they serve. And- and I think it was because I was kind of like out there and interested, and people wanted me to stay on Moloka‘i, so they kind of took me in—uncle, auntie, and taught me what they could.  And you know, I think it was—when I look back, they kind of like had hoped that I would usher them to the next realm, taking care of them that long.

 

Moloka‘i would not be the only island drawing Dr. Emmett Aluli’s interest. His medical career was just blossoming when his next major life test presented itself: Kaho‘olawe. On January 4, 1976, Dr. Aluli was one of nine people who protested the U.S. Navy’s use of the island for bombing practice. They defied restrictions and landed on the forbidden “Target Isle.” These nine people came to be known as “the Kaho‘olawe Nine.”

 

I was kind of like on call for three days and I was working at the Queen’s emergency room.  And then, we had 72 hours off.

 

Mhmm.

 

So, I decided this was an opportunity; I wanted to do, I wanted to get away.  And so, I just kind of joined the group that was from Molokaʻi that was asked to come and kind of like see whether we could be part of this reclaiming of at least the fishing rights. Fishing around the island was so rich, and the fishermen, local fishermen wanted to be able to go there and fish.  And they were kind of like unable to get there, except that they snuck on.  So, then we just decided: Well, we’re here, we may as well go and look around a little more.

 

How did you all get together?

 

It was a guy named Charlie Maxwell.

 

From Pukalani, Maui!

 

Yeah, yeah, yeah.  Who was kind of like against what was happening uh, with the umm, telescopes at Haleakala.  But he was the one that was really kind of like organized uhh, and reached out.  And uhh, but nobody knew that this was gonna be a publicity thing; they weren’t really serious.  And so, when we kind of like knew the Coast Guard was called, alerted—

 

And you gathered on—

 

Yeah; there must have been like about 30 boats, more fishing boats.

 

So, Charlie had called; he put out a call for: “Let’s go to that island.”

 

Yeah.

 

Even though they say it’s forbidden.

 

Yeah; yeah.  And let’s make a statement.

 

Let’s make a statement and let’s land there.

 

Yeah.

 

Okay; and did he say you might get arrested, and it’s worth it?

 

No, no. We never got that: “Be careful, you might get arrested.”

 

It was more like: “Let’s just do this.”

 

Do it.

 

Okay.

 

But remember, there was an Alcatraz occupation, there was Wounded Knee, and so you know, people were just kind of thinking: “If this is what we gotta do as Native Hawaiians, let’s do it.” So, there was all that push to do something.

 

So, 30 boats left, but then they turned back.

 

They turned back.  Otherwise, they would have been confiscated.

 

And how did you get through?  Did you say: “I don’t care if the boat’s confiscated?”

 

No; so what it is, it was, once again, a reporter who kind of like knew a boat that was the fastest, that can outdo the—pick us all up, boom, take us in, and then get out.

 

Ah

 

So, that was how we did it.  We went, and the reporters turned back, ‘cause it was the boat that they had been on, but they took nine of us to the island.  And then, the Coast Guard came and took all the other seven.

 

But you and Walter Ritte were exploring the island for two days. Were you making yourself scarce, or were you just really exploring the island?

 

We were just kind of—we were bent on exploring the island.

 

And so, it was okay if you just—

 

Yeah. We just took off.

 

Wow.

 

In slippers.

 

For two days.

 

Yeah.

 

Before they came for you with handcuffs.

 

Actually, they cuffed our ankles. And they gave us a bar letter.  And so …

 

What’s a bar letter?

 

I mean, you can never return; you’re barred from the island.

 

Oh, I see.  Which did not happen; you went back.

 

So, we went back.  Because what we felt and saw was something just really different.  You know, like I personally had to go back and see whether it was real, that the land could be suffering that bad.

 

Noa Emmett Aluli and others kept returning to Kaho‘olawe in protest, despite those military restrictions. Then tragedy: On March 7, 1977, the charismatic musician and activist George Helm was heading back to Maui with park ranger Kimo Mitchell, in bad weather and rough water.  The two were never seen again. Dr. Aluli says that Helm, the fellow member of the Kaho`olawe Nine, had great potential and power as an emerging leader of the Hawaiian people. Dr. Aluli was devastated by the loss of George Helm.

 

I was wanting to just drop out completely.  You know, and just kind of move on.  But something just told me that, you know, you just at least carry his suit, and then you see that you’re successful. And so that’s one of the reasons why I’m still there to make sure that their loss or our loss is something that you know. We kind of like can make a difference and be able to kind of show some successes on the island, and show that we can green the island, and show that their life lost, not lost forever.

 

And did you know the other members of the Kaho‘olawe Nine very well?

 

No, not—not very well; not very well.  But I knew, because they were organizing on different levels, the—more like a legal kind of understanding of our claims and our rights.

 

But it wasn’t—there weren’t nine people picked because of their particular relationship and role. It was just- kind of an ad hoc group?

 

No. It was kind of a mixed bag. Yeah.

 

But what an amazing set of accomplishments was made by a group of people who didn’t even necessarily know each other ahead of time.

 

M-hm; m-hm. Well, so the magic—you know, they call it magic.

 

The magic.

 

Umm, because we knew that the more people we could take to the island, the more they would be inspired to kinda like do work that—

 

And you said you felt a kind of spiritual presence there.

 

I did. And I still do.

 

What does it feel like?

 

It feels as if you’re with nature, so strongly connected to it uh, that you’re kind of like feeling uplifted, or you gotta pass that responsibility, you know, that you kind of like sweat on that, and you understand that land.  But then now, you can get uh, get into the worship of the gods of the land. You know, and that was it, you know.  Pele creating new land, her sister Hi‘iaka the healer, and then there’s the other sister Kapo, and all the nature forms of all her brothers and sisters. You know, that’s all the people of old worshipped and had that connection to.

 

Dr. Emmett Aluli and others in the grassroots organization Protect Kaho‘olawe ‘Ohana, or P-K-O, continued their fight to stop the bombing on the island. In 1980, the U.S. Navy and P-K-O signed a Consent Decree, requiring the Navy to begin cleanup efforts, which are unfinished to this day. Then in 1990, President George H.W. Bush ordered an immediate halt to the bombing. Three years later, Congress voted to end military use, and Kaho‘olawe was turned over to the State. Since then, P-K-O and the Kaho‘olawe Island Reserve Commission, a State agency with which Dr. Aluli worked for more than 20 years, have focused on restoring the island that many regard as sacred.

Dr. Aluli draws parallels between the Kaho‘olawe protests four decades ago and the Mauna Kea protests against construction of the Thirty Meter Telescope on Hawai‘i Island.

 

The land is the religion, the health of the land is the health of the people, is the health of the nation. What it is, is the decision, the Supreme Court decision is, there’s no… “Mauna Kea is already destroyed, so it’s no longer sacred.” They could have used that argument against us. I mean, what, just bomb the s— out of the island; no longer sacred. So, we have to rethink this whole thing through, but you know…

 

Do you think there are a lot of analogies between Kaho‘olawe and TMT?

 

Yeah. It’s the same kind of arguments for Mauna Kea.  And that’s the sad thing.  We’ve kind of like really kind of like got stepped on. I think indigenous folks around the world have their own culture science-

 

Mhmm.

 

—and understanding. And that is respected even more.  It’s just a matter of this next generation kind of coming up and proving it, yeah?  That you can manage the forests, the native forests, like, you know, the Hawaiians of old did, and get as good results as the sciences of today.

 

No longer the Target Island, Kaho‘olawe remains damaged by decades of bombing. There’s a long-term strategic  plan to restore the land, called I Ola Kanaloa, or “Life to Kanaloa.” Kanaloa is the ancient name for Kaho‘olawe, … after the Hawaiian god of healing, voyaging, and the ocean. Elements in the plan are experiential learning for students; and healing programs for abuse survivors and  former prisoners; also, restoration of Kaho‘olawe’s native habitat and cultural sites.

Meanwhile, in his medical practice on Moloka‘i, Dr. Emmett Aluli continues to tackle another challenge: the health of Native Hawaiian people.

 

We still have the only cardiovascular risk factor study. Then putting that together with some of the uhh, economic determinates of health, and you know, the access that poor people don’t have, or uninsured don’t have.  And putting that together, and just really looking at it, and using that as a tool on Moloka‘i: this is where we are. And it’s worked.  And then, from that study, we went into the Native Hawaiian diet study. So, if you eat more taro, sweet potato, reef fish, you know, limu, you should be healthier. You know, how to kind of integrate more, how to kind of like … I guess, extend care more permanently, especially to the Native Hawaiians and how we’re gonna continue together like benefit from the different ali‘i’s kind of like priorities.  Then comes the- A part of that medicine is just trying to finish off some of my research, like creating health systems across the board for Native Hawaiians. That we have Hawaiians that should start looking at the different programs and support that they need, so we can really do a good cleanup and a good kinda future.  ‘Cause the way it looks is, we’re not getting any better.

 

As far as?

 

As our health.

 

As our health; oh …

 

I think more the social and economic determinates of health are increasing, and so … sometimes I look at: How do you change the “ainokea” attitude?

 

To “aikea.”

 

To “aikea.”  You know, the famous—and how do we—can I look at being able to instill that pride again.  You know. That—because I think people are looking at: Oh you was coming- you owe me, you owe me, you owe me for taking the land, for you know, taking the Kingdom, and there’s a lot of pissed-off guys out there. And how do we kind of make them kind of like … ‘Kay, we gotta work a little bit harder, we gotta learn our politics, we gotta bring that leadership back, we gotta bring that trust back.

We will be able to survive, but we just have to depend on our connections to land a little bit more.  We gotta get our strength back, connections to the land, our relationships to the land.  And to make it sincere.  I think that—that’s what we gotta do.  And I’ve seen that happening in different areas.

 

For example?

 

Oh; in some of the fishponds, He‘eia and umm, you know, I see it kind of like umm, flowering in some of the farming projects.  You know, especially in Molokaʻi and the Big Island.

 

Because you think the health of the land is reflect … that’s a determinant of the health of the people.

 

People; right.  Right.  And then, how we work all together as a nation, or as a community, or as a ahupua‘a.  That we just, you know, automatic.

 

But in these decades since Kaho‘olawe, you say, you know, the health of the people has not improved.

 

Well, I don’t see it, because there’s something else that’s interfering.  I think it’s just “ainokea” attitude that’s… we’re addressing suicide also. Umm, on Moloka‘i, we’ve had a string of suicides. Depression setting in.  You know? And we’ve gotta talk this through a little bit more.  We gotta focus on that.

 

Yeah.  I mean, I think you’re a person who’s in it for the long term.  I mean, you hung in there with Kaho‘olawe, and you’re still in there.  And you’ve worked really hard on Hawaiian health.  But you haven’t really gotten to see the fruition of your hopes, all your hopes.

 

I feel like … it’ll come.  I feel it’ll really come.  I mean, I’m seeing it develop umm, in some key people. You know, we’ve had couple of young guys come in and, you know, and get credits working in my clinic, and I just—they’re teaching me more than I’m teaching them. My patients ask me: When are you gonna retire, Doc?  I said: When I don’t enjoy it anymore.

 

Do you still feel like that activist inside?

 

Umm, yeah; yeah.  And like, folks like Art says: We gotta watch you, Emmett.

 

And that competitiveness that you had when you said: I’m gonna be a doctor, just because it was a hard thing to do. 

 

No, that was—that was just … I think that pushed me through, because I said: I’m gonna do it.  Like it’s pushed me through with Kaho’olawe, I’m gonna do it. With the other issues I’ve been involved in, I’m gonna do it.  And you know, I don’t expect to be able to do it all, but at least some footprints.

 

And some continuity,-

 

-Yeah.

 

you’ll leave behind, people who can do it, or who will carry it on.

 

Who will carry it on.

 

You seem like you’re prepared for the long view.  You know, things can’t get done as quickly as you want, but you’re gonna keep at it.

 

Yeah.  And people know that.  People know that.  Stay out of his way.

 

Longterm challenges and the never-ending desire to heal the land and the people—these seem to define Dr. Emmett Aluli’s life journey. As of this conversation in the summer of 2019, Dr. Aluli is 75 years old, and he says he has no plans to stop working to heal people and the land anytime soon. He says he’s most thankful for his family, his medical practice, and his good health. Mahalo to Dr. Noa Emmett Aluli of Ho‘olehua, Moloka‘i, for sharing your story with us. And mahalo to you for joining us. For PBS Hawai‘i and Long Story Short, I’m Leslie Wilcox. Aloha nui.

 

 

What do you think the people of Molokaʻi can teach the rest of us?

 

“Molokaʻi, the friendly island” is because we adapted or adjusted to the leprosy.

 

Mhmm.

 

And it was okay to go there, and they’re family. And then, there’s—what I like is: “Molokaʻi ku‘i la‘au.” You know, strong, powerful healing. But the one that is being really shared is: “Molokaʻi ‘āina momona.”

 

Plenty.

 

Plenty fruits. And I think a lot of people are adopting that we gotta make our lands rich with food again.

 

 

 

LONG STORY SHORT WITH LESLIE WILCOX
Jim Dator

 

As a futurist, Jim Dator of Waikīkī has spent the last 50 years pondering and researching what the future might hold. He’s a pioneer in this academic field and is an internationally respected voice in futures studies. Learn how a series of family tragedies in his early life propelled him to always look forward, not back.

 

This program will be rebroadcast on Sunday, Oct. 27, at 4:00 pm and 11:30 pm.

 

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Transcript

 

There is a little monument in Kapiolani Park that was placed there at the 100thanniversary, 1976, I think, that’s supposed to be opened a hundred years later.  I have something written in there which assumes it will be under water.  Now, this is 1976, I’m saying that the park’s gonna be under water.  I did television programs uh, that were used in the schools that talked about Waikīkī being under water.  I live in Waikīkī; I’m concerned about that.  We’re still debating it.

 

He offers educated forecasts of what the future may hold for the coming decades.  Jim Dator, next, on Long Story Short.

 

One-on-one engaging conversations with some of Hawai‘i’s most intriguing people: Long Story Short with Leslie Wilcox.

 

Aloha mai kākou.  I’m Leslie Wilcox.  What does the future hold?  It’s a question that we ask ourselves from time to time.  Jim Dator of Waikīkī has spent the last fifty years pondering and researching this very question.  Dr. Dator is professor emeritus and the director of the Hawaii Research Center for Future Studies at the University of Hawaii at Mānoa. As a futurist, he studies a multitude of trends, ranging from social and environmental conditions to technology, and then develops forecasts, or alternative futures, for the next few decades and beyond.  He’s a pioneer in this academic field, and is an internationally respected voice in future studies.  While there are misconceptions about what futurists do, the field of future studies continues to grow, and has gained traction worldwide.

 

I think some people confuse futurists with psychics.  You get some jokes about: Why didn’t you predict this, Dr. Dator?

 

Yes. That’s right.  I used to have a statement: When all else fails, call a futurist.  But they call a futurist, and they want that futurist to predict the future, or to tell them what to do.  And there are futurists that do that; there are people that call themselves futurists that do that.  And they give a bad name to those of us that understand you can’t allow people to think that you know what the future is.  So, we have a code of ethics to make sure that we can’t predict what the future will be; we will engage you in a process of considering alternative futures, and you then decide to move in a certain direction.  It is more of a social science than it is of a natural science, but it is theoretically based.  That is to say, there are understandings the way the world works that allows you to make statements about forecast.  So, I distinguish between predicting the future, and forecasting alternative futures. And we still want to be able to be precise in the old scientific reductionist way.

 

When you’re familiarizing people with your alternative futures or future alternatives, it must sound pretty bizarre sometimes.

 

Well, yes.  Again, Dator’s second law of the future is, in a situation, in an environment of rapid social and environmental change.  In that environment, any useful idea about the future should appear to be ridiculous.  Because the things are changing, and things that are going to be important in the future are not things you’ve experienced before.  So, to be a futurist, you have to not only understand the trends from the past, but continue into the future of what are called emerging issues, new ideas, new technologies, new lifestyles, and you look for them just as they’re just popping out underground.  So, you don’t make it up, you see what could be a mighty oak if it grows in a certain way, or a cactus if it grows in a different way.  And therefore, you have to identify emerging issues, things that are not part of the past or the present, but which might be part of the future, and build scenarios around both the past and the emerging issues.

 

That’s right; you can’t rely on the same assumptions. You don’t even know if there are any assumptions you can make in some areas.

 

That’s true.  But we don’t throw it all away.  We do have categories; assume the categories will continue, at least for our foreseeable future.  But the content of those categories—so transportation, for example, has changed and might change.  Communication has changed tremendously over time.

 

As a futurist, Jim Dator studies the past and present to make forecasts about the future.  As he was growing up, he liked the idea of looking forward, rather than backward, because he and his family experienced many difficulties, starting with the death of his father even before Jim got to know him.

 

My mother did not intend to get pregnant.   She was anticipating a life as a musician or at least somehow related to music.  She was a student at the Eastman School of Music in Rochester, New York.  She got pregnant, they got married, and I was born. That was all fine, except my father drowned.

 

While you were still a baby?

 

I’m just about sixteen or eighteen months old.  Anyway, she had to come back to Florida, which is where she was originally from.  And we’re talking about 1933, 1934, which is the very depth of the Depression.  And so, my grandfather was the town undertaker.

 

This is her father?

 

Yes; that’s her father.  And was the town undertaker in a little town called DeLand, Florida.  His father had been one of the pioneers that had come and settled that part of Florida.  They were sort of fixtures in the town, having a furniture store and a funeral parlor, making coffins from the furniture store.

 

Well, that seems to bode well for the child who now has additional family.

 

Well, people die, but they don’t have money to pay for it.  So, he had the job of burying people, but not necessarily being paid, or not necessarily being paid in cash, but in kind.  So, we would get pieces of furniture or silverware, or other things like that.  Times were very, very tough.  And for me to show up, unwanted, and for his daughter, oldest daughter to return instead of going off to seek her fortune as he imagined.

 

It’s two more mouths to feed.

 

Yeah. That’s right, two more mouths to feed. And one of them a squalling brat, you know.

 

More tragedy struck Jim Dator’s family in DeLand, Florida during his youth.  Within a period of two years, all of the adult males in the family, including his great-grandfather, grandfather, and uncle, passed away suddenly.

 

Dying was not only the family profession in terms of the undertaker, but all the males in the family died all at once, leaving me as the only male with three females.  My grandmother, my mother, her sister—my aunt, were my family during the time I was young.

 

And what was your life like?  Was it a happy childhood?

 

No; it was not unhappy in the sense that I was well taken care of.  But no one felt really happy, and they didn’t show. So, I don’t ever recall being hugged and kissed, and being told I was a good boy, or anything like that.

 

Even when you were a young child?

 

No.

 

No?

 

I might have been, but that’s not the memory I have.  And I don’t recall feeling depressed.  That’s just the way it was.

 

Well, you don’t know what’s normal, I suppose.

 

No.

 

But you must have been a good student.

 

Well, but that was expected.  I was expected to succeed.  So, the things I did were never praised.  That was just what Jimmy did.  I had to overcome that, and to learn to love other people, and to love people who could love me back.  And so, I was sort of a driven kid.  I was extremely popular in terms of elections to things at various stages, but I never was a person that hung out with a lot of people.  I was friends with everybody, but not close friends with anyone.

 

Because you hadn’t had that intimate connection in your nuclear family.

 

No, I never had.  That’s right; exactly right.  I hated Christmas, let me put it that way, because all my friends got all these wonderful presents, which I never did.  I would get literally, an orange, or a walnut, or my uncle’s refurbished scooter. Something like that.  And also, the men died around Christmastime.  So, Christmas, which is supposed to be the big family joyous time, was always sort of the saddest time.  My aunt, she joined the military also during the war—SPAR, that’s the Coast Guard, which then gave her military preference, veteran’s preference for a really good job with the post office.  She never married, never had children.  She taught me how to be a man, and discovered at age eighty that she was lesbian.  But in between that, she’d never made the connection.  And so, I learned to be a man from this, again, not loving, but matter-of-fact, hardworking woman.  And my mother was off being a university professor, and didn’t pay much attention.  My grandmother had all this personal sorrow and hardship, because she had lived a fairly good middleclass life, and suddenly no money, no income, she had to do a lot of working on her own.  And so, we were just all expected to do our duty.

 

Did you ever go on a walkabout to find your father’s family?

 

Well, yes and no.  We were brought back, and I never wondered, I never felt the loss of a father.  In fact, if I may say before I get directly to that, in looking back, I was always glad I didn’t have a father, when I looked at other fathers and other families with fathers.  I was glad that I didn’t have somebody say: That’s not the way we do it in this family.  No one said that to me.  There was no one telling me that we have to behave a certain way, because this is the way the family does things.  I also like my name, Dator, because it’s a simple-sounding name, but there’s no ethnicity attached to it whatsoever.  And it turns out now in this day of the internet that there are Dators, Dator in the Philippines.  But I don’t think there’s any connection to that.  I suspect it was something like Dieter or Datorovich, or something that got shortened to it.  But at least I never had ethnicity, I never had a father, I never had a family history. And that’s one of the reasons I became a futurist, I think.

 

Because?

 

Because I didn’t have a past that was telling me how to behave.  I needed to find my own identity.

 

As a young adult, Jim Dator continued to look forward, while studying the past.  He graduated with a degree in ancient and medieval history and philosophy at Stetson University in DeLand, Florida, where his mother was a professor. He then earned a PhD in political science at the American University in Washington, D.C., and briefly considered becoming a priest, before deciding to center his career on teaching.

 

My very first job as a teacher with a PhD was to go to Japan, where I taught in a Japanese university in a college of law and politics in Japanese for six years. I encountered a group of people from an established university in Japan called Rikkyo Daigaku in the Ikebukuro section of Tokyo, if you’re familiar with it.  And they had created a new college of law and politics in this old established university, one of the so-called Big Six Universities.  And they wanted a new political scientist, a young political scientist to come and bring the American style of politics to that university.  And they said: We’ll send you to Yale to learn intensive Japanese.  And so, for nine months, from eight in the morning ‘til five at night, every day for nine months, I studied oral Japanese.  I didn’t know how to read and write, I didn’t know how to read and write anything; I just knew how to speak.

 

Futurist Jim Dator says that his six years working and teaching in Japan was a profound experience, and sparked his interest in future studies.

 

And while I was there, I met a person who said: Jim, I want you to read this article I’ve written; it’s called The Senior Partner, and it analyzes Japan as a civilization.  And he concluded that Japan went through the same stages, in the same order that the West did, each one about the same length of time, and that Japan was two hundred years ahead of the West.  And I said: What?  This is 1963, 64.  Didn’t we just beat them in a war?  Aren’t they underdeveloped?  Aren’t we the crown of creation?  Well, I never argued or cared whether he was right about Japan.  It just said: Well, wait, we have these theories of moving from underdeveloped, to developing, to developed, but what’s next? Development—didn’t say it then, and it doesn’t say it now.  It makes it act as though we’re the end of history.  Well, that is what made me a futurist.  That episode in 1963, it happened to be on the day that John Kennedy was assassinated, which is another part of the story.  But I said: Okay, I’m now gonna ask what’s next.  And so, all of the work I subsequently did in future studies came from that day, and I oriented all my teaching towards the future from that.

 

After a half-dozen years in Japan, Jim Dator returned to the United Stated and started the first accredited future studies program in the country at Virginia Tech.  In 1969, Dr. Dator came to the University of Hawaii at Mānoa to teach future studies. When he arrived, he found that Hawaii was interested in futurism and had recently launched statewide activities called Hawaii 2000 that would examine the possible futures of Hawaii.

 

When I arrived, Governor Burns and Tadao Beppu, and David McClung, and the people in the business community, and the labor unions, and the University, had already started something called Hawaii 2000, which was an activity to look thirty years ahead.  I had nothing to do with it; it had already been created.  But Glenn Paige, remember, of the political science department, was sort of the secretary of that.  And he said: Well, you know, we got this futurist at the University; why don’t you join the group.  And that is what really, really, beyond anything else, turned me into a futurist. Because that activity, which has never been equaled anywhere in the world, never been equaled here in Hawaii—we’ve tried several times, but the powers that be don’t really want to have people thinking about alternative futures.  But at that point in 1970, statehood was good, the future was looking good, tourism was just beginning to blossom, they wanted to look ahead optimistically, and it was no holds barred.  We had incredible variety of people, all islands had their own—Maui 2000, Kauai 2000, and so forth.  There were student groups, youth groups, university groups, elderly groups, women’s groups, all sorts of different groups.  If you look at the number of lectures, the numerous talks I gave to groups during that time, thousands of them.  Honolulu Magazine in ’73 or so said I could have been elected governor, ‘cause I knew so many people.  It was an incredible opportunity, a deep dive into Hawaii culture and thinking about the future.  I’m obviously still excited about it.

 

Interesting that you say that people were excited about the future, and therefore, they wanted to peer into it.  Do you find they don’t really want to look too far if they suspect the worst?

 

Not anymore.  I mean, even at that time—if you read the book, Hawaii 2000, the book exists, and there is a list of people who attended, the who’s who of the future, as well as of the present.  But if you look at it, all of the married women are Mrs. John Doe.  None of them have their own first name there.

 

Ah …

 

Can you imagine how un-futuristic that was?  It’s embarrassing to look at that.  But in any event, the groups of people who participated in it made me very optimistic about being able to change things, and all sorts of ideas. There were a number of task forces, and if you read each one of the recommendations of the task forces in their area, there was a desire to have open land, and high-rises, and mass transit. So, the idea is, we would not do what actually happened, divide up the large estates and give everybody a little piece of land.  We would in fact have as few landholders as possible holding things in trust, and we would keep land open as much as possible, and use high-rises spread throughout each one of the islands, linked by mass transit.  That was one example.  The things that we got most right was, we basically predicted the cell phone, and the network, internet.  If you read it, that’s almost totally predicted.  And we basically understood the changes in genetic engineering, and so forth; all the things that are now very controversial.  We understood that those would be emerging issues. So, in the area of technology, we did a pretty good job.  Completely missed the entire Hawaiian renaissance.  The Hawaiians that we had on the committee, and we had a lot, were of that generation that assumed they would be lost, that there would instead be what Governor Burns called The Golden People of the Pacific.

 

Yeah.  So, they were probably older, because that was the Western generation.

 

And they didn’t speak Hawaiian, and they were forbidden to speak Hawaiian.

 

And yet, the Hawaiian Renaissance was knocking on the door at that time.

 

If was already existing.  So, on the one hand, we missed women’s liberation, if you will, and we missed the Hawaiian Renaissance, even though they were there.  So, the moral to that story, and it’s still true, it’s a lot easier to predict, if you will, technology than it is social changes. And that’s still a problem for futurists.

 

In 1971, the State Legislature established the Hawaii Research Center for Future Studies at UH Mānoa, and appointed Jim Dator as its director.  Dr. Dator has developed the program into a world-renowned institution for futures research, and helped to educate four decades of futurists.

 

In general, during your just very long and successful career in academics, have people taken what you’ve said to heart and made changes?

 

Well, everyone said at the end of Hawaii 2000 or other things, people will come up and tell me that such-and-such an event changed their life.  So, I think that individuals have acted on it, but in fact, there was a point in the late 70s, after the so-called Arab oil crisis, when suddenly we realized that Hawaii is not really independent, that it’s highly vulnerable, that if the oil stops coming, things don’t go well, in which it became forbidden to think about alternative futures.  Even though Governor Ariyoshi used that term, and he did a better job than almost anyone else in doing futures work, it was still relatively select.  And the thing that worked, tourism, he didn’t want anything to upset that.  And so, you couldn’t really begin to think about other alternatives.  And so, I’d say from that point on, this heavily citizen-based free expression of ideas about alternative futures has been pretty much discouraged.  But there are certain other things that I have harped on over, and over, and over, and over again, like climate change, sea level rise, and so forth, that we still are debating and figuring out what we ought to do about.  We say we’re gonna do something, but in fact, we’re not yet really doing anything.

 

How do you gauge your success as a futurist?

 

Well, when I deal with a client, the success is not whether they enjoyed the activity.  Often, they do, and will say what I said earlier; it really changed my thinking. If the organization then institutionalizes future studies as part of their planning and policymaking, if they hire a futurist or engage in a process of getting information from the future of building their strategic plan around a prior futures activity—most don’t; most just go back.

 

Even after recruiting you and getting the getting you to study something?

 

Yeah, and enjoying it.  They go back, but some don’t.  The State of Virginia, for example, did incorporate futures into their judicial planning.  And there are other examples here and there, but basically, that’s my definition.  Other futurists might have other criteria.  Did it make a difference in the way they did business?  Do they now routinely begin to try to look ahead or not?  And we haven’t learned to do that as people, yet.  And who can blame us.  We have millions of years of responding only to immediate pressures. It’s in our genes, it’s in our psychology, it’s in our stories.  Look backwards in order to understand what lies ahead.

 

In addition to leading future studies at the University of Hawaii, Jim Dator served as secretary general, and then president, of the World Future Studies Federation.  Even though he’s retired, he continues to travel, teach, and consult.  At the time of our conversation in late 2018, he was teaching Space Humanity courses at the International Space University in France and the Korea Institute for Future Studies.  Mahalo to Dr. Jim Dator of Waikīkī, Hawaii. And thank you for joining us for this edition of Long Story Short on PBS Hawaii.  I’m Leslie Wilcox.  Aloha nui.

 

Futurists who are being minted now at the PhD level; how do they differ from you?

 

Well, they’re a lot smarter.

 

No, really.

 

No, that’s really.  I have some fantastic students.  In fact, on Saturday, I will hood my last PhD student, since I’ve retired from the University of Hawaii.  And he’s an absolutely fantastic guy who is already doing so many wonderful things all around the world.

 

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.

 

[END]

 

 

 

 

The National Geographic Bee

The National Geographic Bee

 

The annual National Geographic Bee returns for the 29th consecutive year. The 2017 Bee features fourth-to-eighth-graders vying for the crown and the top prize of a $50,000 college scholarship and lifetime membership in the National Geographic Society.

 

INDEPENDENT LENS
The Bad Kids

 

Located in an impoverished Mojave Desert community, Black Rock Continuation High School is an alternative school for students at risk of dropping out; Black Rock is their last chance. Extraordinary educators believe that empathy and life skills, more than academics, give these underserved students command of their own futures.

 

Students at PBS Hawai‘i

The following position is currently open:

Student Production Technician – Part-time

 

In line with our educational mission, PBS Hawai‘i offers a training program for college students to gain valuable experience in the media industry. We offer student positions in media production, marketing/communications and graphic design.

 

College students have always been the backbone of PBS Hawai‘i’s production crew. Many of them have gone on to successful media careers. See some of their stories here!

 

 

 

 


Below are our available student positions:

Student Production Technician – Part-time

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The part-time Student Production Technician is an entry-level position within PBS Hawaiʻi’s Content department. Training includes operating video cameras, video switcher, audio equipment, character generator, still store, teleprompter, floor directing, and assembling/lighting sets. Occasional field shoots required. Other duties include carrying equipment and set pieces (sometimes heavy), working atop 13-foot ladders, and driving company vehicles. Must be able to lift 40 lbs. and have a clean drivers abstract. Hours vary weekly between 4–19 hours, depending on production schedules. Good availability on weekends and evenings a plus. Availability for weekly Thursday evening productions a must. Looking for applicants who can make a commitment of at least one year.

 

No experience necessary. Starting pay is $10.10 per hour. This position reports directly to the Production Manager, but will also work under the leadership of any senior staff member assigned to the project.

 

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Or Email to humanresources@pbshawaii.org

 

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UH law professor to appear on PBS show ‘Open Mind’

PBS Hawaii

 

Carole PetersonHONOLULU, HI – The national public television show “The Open Mind” will feature a conversation with Carole Petersen, a Professor of Law at the UH William S. Richardson School of Law, and Director of the Spark M. Matsunaga Institute for Peace and Conflict Resolution. The episode is scheduled to air Sunday at 6:00 pm on PBS Hawai‘i.

 

On the program, Petersen discusses the state of civil liberties in Hong Kong, where Petersen taught law for 17 years. She predicts that a small independence movement in Hong Kong will give Beijing incentive to further crack down on the territory.

 

Petersen has been researching challenges to civil liberties in Hong Kong since 1997, when it ceased to be a British colony and became a “Special Administrative Region” of China. In her 2006 co-authored book, Academic Freedom in Hong Kong, Petersen argued that the “One Country Two Systems” model had been largely successful in protecting academic freedom and civil liberties in Hong Kong. However, her latest research documents a dramatic decline in academic freedom in the past decade.

 

“The Open Mind,” hosted by Alexander Heffner, is a one-on-one conversational show that explores the world of ideas across politics, media, technology, the arts, news and public affairs. Designed to elicit insights into contemporary areas of national concern, “The Open Mind” explores challenges of the digital age, American politics and other emerging issues.

 

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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

 

The National Geographic Bee 2016

THE NATIONAL GEOGRAPHIC : Bee 2016

 

The annual National Geographic Bee returns for the 28th consecutive year, with American humorist and journalist Mo Rocca serving as host and moderator. Taped in May, the competition features fourth- to eighth-graders vying for the Bee crown and the top prize of a $50,000 college scholarship. The finalists, all winners of their state-level geographic bees, have triumphed over a field of nearly 4 million students to earn a place in the national championships. They represent the 50 states, District of Columbia, Atlantic Territories, Pacific Territories and Department of Defense Dependents Schools.

 

INSIGHTS ON PBS HAWAI‘I
How Can Hawai‘i’s Special Education Services Boost Achievement for Students with Disabilities?

 

Education reform over the last decade has led to significant academic improvement for Hawai‘i’s public school students. But the state’s special education students haven’t enjoyed the same academic gains, despite the Department of Education devoting 23% of its budget to special education services for what is only about 10.5% of the Hawai‘i’s public school population. How can Hawai‘i’s special education services boost achievement for students with disabilities?

 

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INSIGHTS ON PBS HAWAI‘I
Does Fine Arts Education Have a Place in Hawai‘i’s Public Schools?

 

Federal and state mandates have compelled public schools to focus more time and resources on academic standards and less on the fine arts. Are we shortchanging students by not giving them an outlet for creative expression? Has fine arts education fallen by the wayside with the push to excel in critical thinking in Hawai‘i’s public schools?

 

 

LONG STORY SHORT WITH LESLIE WILCOX
Gail Awakuni

 

Original air date: Tues., Mar. 11, 2008

 

National High School Principal of the Year 2004

 

A veteran public school teacher and DOE administrator, Gail Awakuni became principal at Campbell High School just before the school year began in 2000. The school was known for gang and discipline problems. It posted some of the lowest test scores and highest drop-out rates in the state. Fewer than half its students were graduating.

 

This year? The school says 99% of its seniors will earn diplomas. Test scores are way up. And Campbell High School is earning academic awards and accolades. What happened? We’re about to meet a petite and powerful agent of change named Gail Awakuni.

 

Gail Awakuni Audio

 

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Transcript

 

Aloha and welcome to Long Story Short. I’m Leslie Wilcox. Something remarkable is taking place in Ewa Beach, at James Campbell High School. Seven years ago, the school was known for gang and discipline problems. It posted some of the lowest test scores and highest drop-out rates in the state. Fewer than half its students were graduating. This year? The school says 99% of its seniors will earn diplomas. Test scores are way up. And Campbell High School is earning academic awards and accolades. What happened? We’re about to meet a petite and powerful agent of change named Gail Awakuni.

 

A veteran public school teacher and DOE administrator, Gail Awakuni became principal at Campbell High School just before the school year began in 2000. Within four years, she’d been named State Principal of the Year and went on to top national honors.

 

Pat Hamamoto, Schools Superintendent (at Campbell High School, Sept. 24, 2004)

“I would like to announce that Dr. Awakuni is the Nat’l. High School Principal of the Year 2004. Her vision was to create a school in which students would be welcomed, students would be cared for and students would go out with the knowledge and skills that they would need to be successful. And Dr. Awakuni, your principal, started with a plan and she actually put all this to action.”

 

She says no need to call her Doctor. Many of the students simply call her Miz. Gail Awakuni’s plan and actions have led to tremendous changes in attitudes and achievement at Campbell High School. Ten years ago, the school says 10% of its students went on to college. Now, more than 70% do. Seven years ago, 30 students took College Board Advanced Placement exams. This year, nearly 400 will. Let’s meet Gail Awakuni, the principal – and principal mover and shaker – of Campbell High School.

 

This is amazing, isn’t it? It’s like this explosion of success and achievement at Campbell in the last few years.

 

Few years; right.

 

Since you’ve been there. I need to explore this more with you. Because I know that there are lots of committed principals and other educators in our schools, and I know they’re knowledgeable, and I know they make use of opportunities. But you’ve been able to marshal so many things together to make this happen. What is it about you?

 

I don’t think it’s about me. It really is about the students and people at the school level who are willing to just put forth a lot of work and effort, and make the school better. And I think that’s the rallying point that we have, you know, going for us, where you take a negative reputation, and you turn that into something positive. And that has been, you know, our mantra. So whenever we have a setback, then we just—Okay, let’s move forward and move forward in how we’re gonna fix this to make it better. And we’re by no way a perfect school. You know, we have our share of problems, and we haven’t we haven’t fixed all of the problems in the community there, and I don’t think we ever will. But we do try to take one child at a time and try to help each child, or try to better the situation for them.

 

So what’s—

 

And we’re still working at it.

 

What’s the limit? Where does the gate on the achievement clang down?

 

I don’t think it ever ends. I think it’s a continuous, spiraling effect of continually trying to be better and improve. Once—I think like all civilizations, where they reach a point where they feel like they, they’ve reached it or, you know, have reached the point where they can just sit back and relax; and I think that’s when civilizations crumble again.

 

So you see no limits?

 

So there’s no limit. We just keep on moving forward, and keep on you know, improving what we’re doing.

 

What’s the toughest thing to change?

 

I think the toughest thing to change is changing mindsets and attitudes.

 

On the part of?

 

People.

 

Any person involved in the school?

 

Any person. I think that is the most difficult. Also, having people believe in themselves, and having confidence, developing the confidence to excel and to be the best that they can be. So everybody is their own worst enemy. Changing mindsets; that’s the most difficult.

 

Changing mindsets.

 

Mindsets. But you know, it’s possible when we see the successes. So everybody likes to see success and build on positive, positive results. And I think that’s the key; to look at the results, and keep on climbing and keep on working at those results, to see that we can better ourselves.

 

For students in the academic middle, Principal Gail Awakuni spearheaded the AVID program – offering Advancement Via Individual Determination. She also established Small Learning Communities – academies within the school which educate students along the pathways of their chosen careers.

 

We all talk about metrics, in business. The metrics, the measurements, the quantification of education; there are a lot of really encouraging signs and transformations at Campbell High School. What are some of them?

 

Well, we use the data to actually start our work. Because was our assessment and to see where we’re at, and how we’re gonna go, and where. And every time we the reason why I measured the growth was to encourage and motivate everybody to keep on going. Because when they say success breeds success, that really is true. Because with our little successes, that is how we grew, and it got bigger and bigger. And each time we were pleasantly surprised.

 

What caused that? What happened?

 

School wide reform. We decided to focus on the ninth grade, and we contracted Johns Hopkins University to help us.

 

Where’d you get the money to do that?

 

We used our school money from our Federal funds, as well as the State funding, and we wrote grants. Lots of grants, those beginning years. So we did start off with a planning grant, which was a Federal grant. And it took us a year to plan and make our plan what we were gonna do. And then the second year was implementation; then we went out and we got a small learning community implementation grant. So those monies helped to quick start us. We also had donations from the community; James Campbell Estate, for example, was you know, very much behind of us. They gave us a check for $150,000 to get started.

 

So you organized the school into small learning communities.

 

M-hm.

 

And what else?

 

And so we started the ninth grade, then we replicated the tenth grade academy. And the upperclassmen were the small learning communities into their electives. And we measured, and we watched the growth of our students. Also too, competitions help. So from the community there, as well as the Department of Education where there are State and National contests. Then we started preparing our students for these contests. And then when they started winning, that was an extremely strong motivator. For example, in 2004, when our math team won the statewide math bowl—

 

The first time a Leeward Oahu school had ever won the math bowl.

 

And also, first time for Campbell. And so that was you know, I think, one of the greatest incentives. It helped the students and the whole school to see, we can do it, and to forge forward, and each time they’re seeking you know, greater success or do better. It’s the measurement.

 

I want to know where this came from because clearly, there was your leadership at work. Where did you get this stuff? How did you set this transformation in place?

 

Well, it’s a lot of things going on, and I think we take a team of teachers as well as administrators to the mainland, where we go to national conferences, network with people. You know, outside of Hawaii.

 

So looking for ideas.

 

Looking for ideas, looking for research based models. Journals. Do a lot of reading.

 

‘Cause you only want something that’s proven.

 

Exactly. And then go on the internet and um, communicate through internet, find out more, and research these programs. We also do site visits. And so we visit schools and we see. And we go to schools of similar demographics as Campbell. And then we see how it’s operationalized, and we get a lot of help from people who have done it. For example, our international baccalaureate; we visited many schools, and we had curriculum leaders who had been doing it for twenty years successfully. And so they shared their curriculum, as well as their program and studies, and everything with us.

 

The transformative efforts at Campbell High are paying off – literally – for students. Over the last seven years, graduating seniors have brought in more and more scholarship money to fulfill dreams of college. Last year, scholarships amounted to $7.5 million. The school is introducing innovative programs like the International Baccalaureate Diploma. It’s an elite, college-prep program with an international focus. It’s designed to help students compete in a global society. And Gail Awakuni has every reason to be proud.

 

This is, you know, an accomplishment for us, because it’s your highest level of rigor. And so the teachers had to work really hard. And you have their lessons that are approved, as well as they’re given feedback from an international board. So when you look at standards and global education, it’s not limited to just Hawaii or not just, you know, the Department of Education in Hawaii. Whereas it’s international. And education is global today. So for the teachers to see what’s out there, as well as for our students; and we say, you know, there’s life beyond Renton Road, there’s life beyond Ewa Beach, there’s life beyond Hawaii, as well as even the United States now. They’re saying that you know, it’s international.

 

So you’ve raised the expectations for students and faculty.

 

And that’s really the bar. And so what it’s done was for the teachers to receive training as well as input, and feedback into the curriculum; then we backward map with the underclassmen and the other subject teachers, and everything else becomes aligned. So that now leads the staff development in the school, because they know what is the goal that they’re really trying to obtain, which is an international goal.

 

Okay, now; there’s something you’re leaving out here. Just implementing new programs doesn’t cause a rejuvenation, and it doesn’t get people excited. What else have you done?

 

I think for basically for the teachers, it’s you have to show them and prove to them that it can be done. So gradually, when we had the successes of our students, then more and more people get folded into and they want to be part of the excitement and the learning. For example, our incredible college and career counselor, as well as the setup that we have at our school with the aides and the helpers that she had too, each year, the scholarship amount doubled or tripled. It’s the first year, we had a goal of $1 million. And then we thought this was crazy; you know, that it would never happen. Because prior to that, we had scholarships of about $600,000. But each year, you know, they went out and they competed, and they—last year, the scholarship amount was $7.5 million.

 

So first, your staff competed to get scholarship money, and then your students—

 

The students—

 

–amped it up to get the scholarships.

 

Preparing the students for the scholarships as well as—there you go; competition, what’s out there. And so, looking and seeing what was needed. And then it was basically looking at the coursework, as well as the colleges now; what is it that students will need to be globally competitive.

 

So some of these students, they’ve never had anybody in their family go to college.

 

Right.

 

They don’t really know that they can succeed. But they are believers now that they can?

 

Absolutely. And we have a lot of first generation students going to college. And I think that’s you know, really the excitement that we see. And we have graduates coming back and telling us that—they’ll tell the parents that they’re earning more than their parents. That’s exciting.

 

And the parents like that to an extent, right?

 

The parents are you know, surprised too that they’ve done so well. And we’re very proud; very proud that they’ve done so well and gone on you know, to be successful.

 

So, great feeling of pride from your students.

 

So great feeling of pride. And they did want to, you know, turn the school around and help the—to them, it was we reached out into the community. So pride in the community, pride for themselves as the school.

 

How did you reach out into the community?

 

We had a Kellogg’s grant, and we reached out into the community by forming a nucleus committee, and we branched out and interviewed people in the community, asking them and getting feedback. What is it that you expected and wanted of the school? And so we had lists and lists of things that we grouped them. And that did not vary from what we had interviewed our teachers, as well as the support staff at our school. And so after we gathered that data, then we put it together, and then we made our plans and programs.

 

So you found that everybody really wanted the same thing.

 

Exactly. And so really, through the Kellogg’s grant and the National Network of Educational Renewal, through University of Washington, that helped us formalize—the mantra was, you know, the responsibility for education is everybody.

 

Team-oriented, results-oriented and positive. What motivates Gail Awakuni? Where do her ideas come from? Where did she come from?

 

You’re a product of the public schools?

 

Yes, I am. I’m a proud graduate of Kalani High School. I always tell the students that I’m from east side of Honolulu, and now I’m on the west side of Oahu.

 

Do they say they can’t relate to you ‘cause you’re an eastsider?

 

They call me a townie. Everybody teases me, and they call me a townie. But I said, Well, the way that Ewa is developing, that’s gonna be the future town of Oahu.

 

True. Well, what was your public school experience?

 

Well, I think that, as I recollect, and I compare past to now, I know that the public school is doing far more than what I’ve experienced. But it was always a very positive experience for me. I attended Kahala Elementary, then Kaimuki Intermediate, then Kalani, and UH system. So it’s been public education all the way.

 

And you never felt, Oh, gee, other folks have the chance to go to private school, but not me, I gotta go public?

 

Well, for us, it was not even a choice, because my parents couldn’t afford it, and they made it real clear that you know, they couldn’t afford it. So we just had to make the best of whatever we had. But I never felt.

 

But did you feel you were losing something?

 

No, I never felt that I was being shortchanged or anything. I still remember my teachers; they were you know, extremely caring. And I learned.

 

Although inspired by her teachers, Gail Awakuni didn’t plan on becoming one – until after she had finished college and started a family.

 

My mother told me to go into teaching. And of course, you know, being in college, I said, No, I’m not gonna listen to her, and then I majored in arts and science, and then it was, now what are you gonna do with this job. Because it’s either nursing or teaching. So I went back to school for teaching,

 

You not only went to school; you got a PhD.

 

Well, that just happened along the way. And it was just a matter of my daughter was going through chemotherapy; she was a leukemia patient at that time. So my friend had told me, I’ve got a wonderful program, just for you, to help you through this. And at that time, I got interested in public health. But at the same time, when I saw the impact of education with children, as well as families, where really, education is the key to even good health.

 

To even good health?

 

Good health. And so that’s when I felt that I needed to get back into teaching, and spread the word in that sense, where education really is the key to life.

 

So the hospital could have been aha moment for you to go into nursing, but instead, it sent you right back into education.

 

In teaching, you see hope and joy. And I think the hospital does that also. But at the same time, you see a lot of people go there when they have illness. Whereas in teaching, you see children, and you see bright smiles every day. And that’s what I felt. You know, I needed to be there, where I like to see bright smiles every day, and help people have hope and dreams, and be a part of creating that dream for them.

 

Did your daughter recover from leukemia?

 

My daughter recovered; she’s a leukemia survivor. And she’s planning to go into nursing today.

 

Oh, that’s interesting.

 

I had some great, great moments as a teacher. And when I moved into administration, I felt that here would be a way that I probably could impact more, and really do what I felt that we could help more students. And it goes back to what I had felt at the hospital; that it’s bringing access to people, and opening more doors, because really, education is the key. Being able to read and write, compute, think, ask questions, you know, those were key. And again, it’s how to reach a larger group of individuals, so that they—we always tell parents, you know, Education here, this is your life. And what we want for you and your child would be the best opportunity, so that you go out and have a good quality of life. And really, we’re here to help and to do.

 

Gotta ask you a question that you might not like. You’re a graduate of the public school system. You have been employed by the public system. And yet, you chose to send a couple of your children to private school.

 

M-hm. I think I’ve sent two to private and one went through the public school system. And I would say that, you know, I’ve learned from sending them to private school, as well as I think that I’ve brought some of those ideas with me, to the public sector, so that we can make our school just as good as a private school. ‘Cause I believe that access, you know, that everybody should have access. And I’d like to make Campbell, you know, just as good as a private school, so that parents will have a choice. And those who can’t afford a private education can have just as good an education at Campbell High School or in a public school. And I think, you know, it’s a lot of guidance from home that is necessary, and again, looking at the needs of the individual and finding the best fit.

 

You’ve seen some of the private schools, you’ve seen the public schools. You really think you can even things out?

 

I think we can. And that’s what we’re trying to do at Campbell. It’s really networking, and taking that and trying to make things, you know, better. And even when we were interviewed at Campbell with the international baccalaureate committee, you know, the question was, Why Campbell? And Superintendent Hamamoto said, Why not Campbell? You know, and that’s what it is; why not? And so we could have just as much, and do just as well as any private school.

 

Indeed. Why not? Here at PBS Hawaii, we get to share stories of discovery and diversity, of local, community interest. Like this one – of Campbell High School’s growing culture of high expectations and achievement. Mahalo to Gail Awakuni, and to you, for joining me for another Long Story Short. I’m Leslie Wilcox. Until next week, a hui hou kakou!

 

Pat Hamamoto / Schools Superintendent (at Campbell High School, Sept. 24, 2004)

“Dr. Awakuni has brought recognition to the school through you. So you helped her realize her vision. And you are her vision. In addition to that, this past year, Dr. Awakuni also received the Tokioka Award for outstanding school principal. When they asked her, What are you going to do if we give you $15,000? Her answer was, she would give it to the school to start the AVID Program. So whatever she gets it goes back to the school. So your principal has been not only a person with vision, but she’s also a person who made that vision come alive. And she made that vision a reality.”

 

 

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