“Finding the Other Half of Me”: Culture-Based Approaches to Music Education in Hawaiʻi” investigates culture-based education approaches in the classroom with a lens on Hawaiian culture. Fitzpatrick conducted a collective descriptive case-study to better understand the experiences of four teachers in different schools in Hawai’i. Data included three interviews from each participant, a student focus group from each school, and field notes from observations by the researcher. The four themes that emerged from the data are approaches to culture-based education, sources of cultural understanding, navigating challenges, and layers of meaning.

This study focuses on the importance of appropriate practice when working with Indigenous populations. Several findings were discovered, including that teachers who identified with the culture themselves were able to provide immersive experiences that included local repertoire, Hawaiian history, and rote learning. On the contrary, the non-identifying teachers made additions to an already existing Euro-centric curriculum. Furthermore, teachers of instrumental music voiced deeper concerns about authenticity and representation during these attempts to connect. One participant noted their concern that Hawaiian music would not be accepted as “legitimate” within the instrumental community. The non-identifying teachers had to engage in learning in order to better understand culture. This did not come from coursework and other formal modes of learning. Rather, conversations with local culture bearers, religious experts, and musicians and dancers from the culture provided authentic insight. Teachers also voiced concern about motivating students to learn about the culture. The negative stereotypes coupled with the perception of many Americans of Hawai’i as just a vacation spot resonated with the locals who were interviewed.

As Fitzpatrick notes, it is important to recognize that culture based-education differs from culturally responsive teaching in that it goes further to revitalize language, knowledge, belief, and practices lost as a result of colonization. Nevertheless, the stories and strategies proposed by teachers in this study can help teachers who are seeking to become culturally responsive in their own classrooms. Research that is specific to teachers working with Indigenous populations is needed, and the stories shared can inspire all teachers to examine their practice in the name of equity.

Culture-based and culturally responsive work are important frameworks for equitable practice. This study gives us insight into the extensive work that individuals need to do first in order to make strides towards becoming culturally responsive. Instead of courses and workshops that focus on responsive practice, instructors should consider giving teachers tools for learning about the culture they are teaching in. Furthermore, teachers should be equipped with resources for better understanding their positionality and culture within a school-system, and how this affects their instruction and ability to connect with students.