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1. Introduction
• 2009 CNHA held workshop for 2,000 + graduates of Hawaiian Immersion Schools
• 40th Anniversary of Canada’s Official Languages Act, Ireland’s 2003 OLA
• Event: 1896 Lili‘uokalani imprisoned, hidden and isolated from Hawaiian public life
• Result: Today after four generations, history and selves lost, time to uncover
• Conclusion: “Without language we have nothing; we must see to it that our language
survives”
• Reflection: As one of the “pillars” of nationalism, language was one of the key
elements of the political philosophy that justified the modern nation state, therefore
Hawaiian language had to be hidden (or obliterated).
3. Hawaiian Caricatures at turn of 20th century provide us a glimpse of the Social Darwinist
political climate of this “gilded” age:
A) 1893 - Judge. v 25, 6331, December 2. New York: We Draw the Line at This.
http://library.kcc.hawaii.edu/~soma/cartoons/draw.html
• Lili‘uokalani, and the culture that produced her must be replaced by American
civilization
B) 1894 - Judge. n.p., New York: His Little Hawaiian Game Checkmated.
http://library.kcc.hawaii.edu/~soma/cartoons/checkmate.html
C) 1897 - Taylor, C.J.; Puck. v42, n 1082, December 1: Another Shotgun Wedding,
with Neither Party Willing.
http://library.kcc.hawaii.edu/~soma/cartoons/wedding.html
A) Raphael Lemkin (1900 – 1959), linguist & lawyer who is credited with inventing
the term genocide (genos: Greek, race or tribe, and cide: Latin, killing) with the
idea of “intent to render entire, irreplacable cultures extinct” in 1943. He also
offered ethnocide (ethnos: Greek, nation) as an alternate or sub-type of genocide.
Deliberations eventually producing the United Nations’ 1951 Convention on the
Prevention and Punishment of the Crime of Genocide included discussions of
cultural genocide, but the term was left out of the final draft.
In his Axis Rule in Occupied Europe: Analysis, Proposals for Redress (1944) he
describes non-physical psychological acts of genocide which he defined as,
“Generally speaking, genocide does not necessarily mean the immediate
destruction of a nation, except when accomplished by mass killings of all
members of a nation. It is intended rather to signify a coordinated plan of
different actions aiming at the destruction of essential foundations of the life of
national groups, with the aim of annihilating the groups themselves. The
objectives of such a plan would be disintegration of the political and social
institutions, of culture, language, national feelings, religion, and the economic
existence of national groups, and the destruction of the personal security, liberty,
health, dignity, and even the lives of the individuals belonging to such groups.
Genocide is directed against the national group as an entity, and the actions
involved are directed against individuals, not in their individual capacity, but as
members of the national group.” “Genocide has two phases: one, destruction of
the national pattern of the oppressed group; the other, the imposition of the
national pattern of the oppressor. This imposition, in turn, may be made upon the
oppressed population which is allowed to remain or upon the territory alone, after
removal of the population and the colonization by the oppressor’s own
nationals.” He lists among the various techniques of genocide: political, social,
cultural (focusing primarily on language, and the requirement of licenses for
persons engaged in painting, drawing, sculpture, music, literature, architecture,
press, radio, cinema and the theater), economic, biological, physical, religious,
and moral.
In his unfinished autobiography Totally Unofficial Man, written in 1958 shortly
before he died, Lemkin regrets that he could not persuade the relevant UN
committee meeting in Paris after WWII to include an arcticle in the final
convenion on “cultural genocide”: “I defended it successful through two drafts. It
meant the destruction of the cultural pattern of a group, such as the language, the
traditions, the monuments, archives, libraries, churches. In brief: the shrines of
the soul of a nation. But there was not enough support for this idea in the
Committee….So with a heavy heart I decided not to press for it.” He had to drop
an idea that, as he put it, “was very dear to me.”
B) Robert Jaulin (1928 – 1996), ethnologist who redefined the notion of ethnocide
in relation to the extermination by the Western world of the Bari culture, located
between Venezuela and Colombia in his book “White Peace: Introduction to
Ethnocide. “If genocide designs the physical extermination of a people, an
ethnocide refers to the extermination of a culture,” also noting that it is not the
means but the ends that define ethnocide. Whereas genocide assassinated the
people in their body, the ethnocide kills them in their spirit through acculturation.
In his discussion he uses the term totalitarianism to mean an abstract scheme or
machine of non-relation to cultural otherness characterized by the expansion of
“oneself” through an election/exclusion logic: the totalitarian machine operates
by splitting the universe into its own “agents” on the one side, and its “objects”
on the other, whether they be individuals, families, groups, societies or whole
civilizations.
Article 7 – 1) Indigenous peoples have the collective and individual right not to
be subjected to ethnocide and cultural genocide, including prevention of and
redress for: (a) Any action which has the aim or effect of depriving them of their
integrity as distinct peoples, or of their cultural values or ethnic identities; …(d)
Any form of assimilation or integration by other cultures or ways of life imposed
on the by legislative, administrative or other measures;….
Article 7 – 1) Indigenous individuals have the rights to life, physical and mental
integrity, liberty and security of person. 2) Indigenous peoples have the collective
right to live in freedom, peace and security as distinct peoples….
Article 13 - Indigenous peoples have the right to revitalize, use, develop and
transmit to future generations their …languages, …
Article 14 - 1) Indigenous peoples have the right to establish and control their
educational systems and institutions providing education in their own
languages….
Article 41 - The organs and specialized agencies of the United Nations system
and other intergovernmental organizations shall contribute to the full realization
of the provisions of this Declaration through the mobilization, inter alia, of
financial cooperation and technical assistance. Ways and means of ensuring
participation of indigenous peoples on issues affecting them shall be established.
http://www.ksbe.edu/pase/pdf/Reports/K-12/02_03_13.pdf
C) State of Hawai‘i
iii. Hawai‘i Act 133 (signed June 2004) expands teaching of Hawaiian
language in Immersion programs to total Hawaiian Medium
“Preschool to PhD” administration, secretaries, playground all in
Hawaiian. Requires the DOE to support instruction in the
Hawaiian language and to work collaboaratively with UH-Hilo
Hawaiian Language College to implement this initiative.
Established an instructional program in which children can meet
the state’s education standards through the medium of the
Hawaiian language. “Next Step: Offer Hawaiian language for free
in all DOE Adult Community Education schools.”
http://hawaii.gov/gov/news/enewsletters/2004/June%2012-
18,%202004.pdf
iv. June 2005 – State of Hawai‘i Act 159, Section 12(C)4 requires the
Hawai‘i Teachers Standards Board (HTSB) to “[d]evelop a plan to
facilitate licensing for those who intend to teach in Hawai‘i
immersion programs, the island of Ni‘ihau or any other
extraordinary situation as defined by the superintendent or the
superintendent’s designee”; and Section 14 states that the HTSB
“shall review alternative licensing requirements to replace the
PRAXIS examination requirement. The review of alternative
requirements shall include but not be limited to the consideration
of requiring a minimum amount of years of teaching experience to
replace the PRAXIS examination requirement”
http://lilinote.k12.hi.us/STATE/BOE/Minutes.nsf/ebb43af14ca5cd
b30a2565cb006622a8/7f30fd4a1c1e35890a25707f0005e4c4/$FIL
E/8-18-05%20%28Att%20L%29.pdf