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o   Success in life

o   For fun

o   To go to college

o   Develop interests

o   Learn about culture

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Love/Hate Relationship with "official" Knowledge

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Love/Hate Relationship with "official" Knowledge

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- How is what Iʻm learning useful?
- How will this help me decide what to do for my future

- Public School "Academies" vs Private School course freedom.

- School subjects, specifically history, explained watered down or glossed over parts that they dont want students/the public to know about.

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Public Schools - Incorporated some Place Based and Culturally Relevant Pedagogy but followed mostly American Common Core Standards and NCLB
Private Schools - Did not have to follow Common Core. Used more Culturally Relevant Pedagogy while also being a College Prep school. Emphasis on being immersed in Hawaiian Culture outside of class time. Encouraged students to attend out of state universities.

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Schools offered second language courses in: Japanese, Hawaiian, Spanish, French
Public: Education completely in English
Private: Sometimes used Hawaiian vocabulary

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Public School - No Religion classes/nothing to do with religion other than studying "World History"
Private School - Mandatory Chapel attendance every two weeks; "Bible Study" classes mandatory for one semester.

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Public School - Students and School located in Middle/Working Class Community area. As defined by Anyon, schools are considered working class if a majority of the studentʻs parents have un-skilled or semi-skilled occupations, and middle class schools are defined by a majority of studentʻs parents in blue or white collar occupations. (By Hawaiʻi Standards is below poverty line). School was pretty brad new and well funded so resources were available for all students.

Private School - As defined by Anyon, Affluent Professional Schools are schools where a majority of studentʻs families are in high paid, high skill, specialized and professional occupations. They are "college prep schools" and have a large access to a lot of resources. Privately funded; students from all across the state and out of state. Resources and uniforms either provided for free or for cheap ($1 uniform sales). Financial aid offered.

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Public Schools - Uniforms enforced through elementary and middle but not required in high school. Just a T-Shirt. Had "wash days". High School, dress code enforced.
Private School - Uniform constantly enforced K-12. Consisted of Polo shirt in limited colors, Khaki or Navy Blue shorts/pants, Navy blue skirt, Specific Aloha wear, Dress Whites. Dress codes enforced even with uniforms.

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Elementary Schools - GLO, ME, MP, N, U, check system
Middle School - A, B, C, D, I
High School - A-F

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Public School - Mandatory. "Opt-Out" option was unknown to many. Language Art Assessment, HSA, PSAT, SAT, ACT.
Private School - Mandatory. Dedicated a full school day to PSAT testing. SAT or ACT was a graduation requirement.

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Public School - Pass classes, Good GPA, Junior/Senior Project

Private School - Pass Classes, GPA, Specific Required Courses (Art History, Speech, Keyboarding, Hawaiian Studies, Ekalasia, PE), Student Service, Senior Project, Song Contest, SAT/ACT, Resume, Proof of Application/Acceptance to a 2 or 4 year accredited university.

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o Get a Job
o   Earn money
o   Success in life

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Au, W. (2011). Teaching under the new Taylorism: high-stakes testing and the standardization of the 21st century curriculum,43(1), 25-45.

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Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 3-42.

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Labree, D. (1997). Public Goods, Private Goods: The American Struggle over Educational Goals, 34(1), 1-43. Retrieved , from http://www.jstor.org/stable/1163342

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As Labree stated, education is seen as a commodity, a way to get ahead in life rather than for personal gain, enjoyment, and interests. Both schools I attended focused on Democratic Equality, specifically citizenship training, and Social Efficiency, specifically vocationalism. Stratification was also apparent across both schools.

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Similar to Auʻs article on Taylorism, education was objective driven and resembled a factory in which we were expected to produce a certain score at the end of the year on our standardized tests, and our teachers were expected to teach in specific ways in order to reach a schoolʻs end goal. There was very much a "means-end" rationality in all schools.