Critical Indigenous Pedagogy of Place: How Centering Hawaiian Epistemology and Values in Practice Affects People on Ecosystemic Levels

Abstract

Native Hawaiians face an array of disparities due to structural oppression. Interventions developed by social workers need to be culturally responsive. The process of indigenization is necessary for an intervention to be effective in addressing the needs of a cultural group. This article highlights the growing literature on indigenizing interventions. It examines Critical Indigenous Pedagogy of Place (CIPP) as an approach and method that can facilitate the process of indigenization and the impact it may have on multiple ecosystemic levels. Data are drawn from a case study of a community-based, youth-led farm. A content analysis of the interviews was conducted using critical indigenous qualitative research to build a working conceptual model of CIPP. Findings indicate that CIPP has influence on the individual, family, and community levels as it promotes the use of indigenous epistemology and values. Implications on social work practice and education are discussed.