by Kenneth R. Conklin, Ph.D.
A new webpage at
https://tinyurl.com/y8cny7ew
focuses on a diabolical technique whereby Kamehameha Schools (Bishop Estate) is now aggressively using its vast wealth (perhaps $15 BILLION) to enlist public and private schools and colleges as accomplices in racial segregation and also as partners in pushing race-supremacist curriculum not only to ethnic Hawaiian students but to all their students. Institutions in Hawaii and also mainland USA are being infected.
For about a century KSBE has ruthlessly enforced a policy of racial segregation in its admissions policy for full-time students from kindergarten through grade 12 on all of its campuses, except for a handful of students admitted to settle or forestall desegregation lawsuits. The funny thing is that the racist admissions policy is NOT required by the Will of founder Princess Bernice Pauahi Bishop, and was not in place in the school’s early years — it is a policy adopted by the trustees for their own political reasons, presumably related to facilitating ethnic pride and ethnic nationalism.
Despite propaganda to the contrary, the Will of KSBE founder Princess Bernice Pauahi Bishop does NOT require a policy that only racially-defined Native Hawaiians can attend — even the mere “preference” for “children of the aboriginal blood” as set forth in Pauahi’s Will applies only to orphans and indigents, who are a small portion of the students.
The vicious tenacity whereby KSBE maintains its segregationist policy is demonstrated by the fact that in May 2007 the trustees paid SEVEN MILLION DOLLARS plus admission with full tuition for grades 7-12 to settle one lawsuit by a single student moments before the U.S. Supreme Court was poised to take that student’s desegregation case which trustees rightly feared would result in striking down the admissions policy.
The importance the trustees place on the segregationist admissions policy is also demonstrated by a decision made by the trustees at the time when scandals were capturing public attention and the IRS was investigating the corporate entity regarding its tax exemption: the trustees decided that if the IRS ever notified KSBE that it must choose between its tax exemption, worth hundreds of millions of dollars per year, or its race-based admissions policy, the trustees would give up the tax exemption to protect racial segregation.
A new webpage focuses not on the admissions policy for Kamehameha School itself, but on a diabolical technique whereby KSBE has been enlisting public and private schools and colleges as partners in racial segregation and also as partners in pushing race-supremacist curriculum not only to ethnic Hawaiian students but to all their students.
This technique allows KSBE to infiltrate and subvert the admissions policies and curricula of other schools and colleges in Hawaii and mainland USA by matching the number of dollars those other schools set aside to provide scholarships for students to pursue majors in STEM subjects (science, technology, engineering, mathematics) — but ONLY for students who have Hawaiian blood. Most private colleges and K-12 schools have relatively small endowments, and have a limited amount of money which they can set aside each year to provide scholarships to academically well-qualified students whose families are financially needy. When KSBE now makes contractual agreements with those schools to provide matching funds but only for ethnic Hawaiians, KSBE provides a strong incentive to those other schools to take scholarship money away from students who lack Hawaiian blood in order to get extra money from KSBE. Those other schools will now be enthusiastic to recruit ethnic Hawaiians but far less eager to recruit students of other ethnicities, and will divert their limited pot of scholarship money toward ethnic Hawaiians at the expense of other races.
KSBE’s sudden announcement in December 2018 that it is focusing on STEM subjects as those are taught in other schools and colleges coincides with an announcement by University of Hawaii that its Mathematics department is now a world leader in curriculum development and teacher certification in the field of ethnomath.
What is ethnomath? It is the description of how any particular culture, past or present, has used unique culture-based ways of estimating, counting, measuring, constructing buildings, describing natural phenomena, etc. Ethnomath might study how astronomy was used for practical purposes in astrology, navigation, planting and harvesting; and learning how some cultures had priests and princes who secretly anticipated eclipses and thereby inspired awe, fear, or political revolutions. Ethnomath might create lists of the names of the counting-numbers in different cultures; comparing Roman numerals with Arabic numbers, visiting merchants in Chinatown to watch them using an abacus, analyzing the ratios found in Egyptian pyramids, the human body, and the spirals of certain plants. Ethnomath might study the temperature and speed of water flowing through a taro patch to analyze how those factors affect the health and size of the kalo (corm) and length of the ha (stalk). In Hawaii ethnomath will certainly include descriptions of how navigators on the hugely celebrated voyaging canoe Hokule’a use the positions of the stars to “calculate” which way to point the boat.
To a casual observer, STEM subjects like mathematics, biology, technology, etc. would seem to have objective subject matter not corrupted by politics, emotions, and race. These subjects are also academically difficult and demanding. Genuine Mathematics involves abstract reasoning to prove theorems, solving equations, calculus, etc., unlike ethnomath which focuses on low-level measurement and description of tangible objects used in everyday cultural activities. STEM subjects attracted few ethnic Hawaiian students who were generally more interested in studying culture-based “soft subjects” like history, anthropology, or political science; and staging political rallies; rather than keeping their noses to the grindstone in the library.
Ethnomath is a way for racialists to finally be able to invade those parts of the liberal arts curriculum that were previously safe from identity politics. So it’s no wonder that the University of Hawaii, with its huge “Hawaiian Studies” program, is proud to boast of being a world leader in ethnomath. And KSBE is happy to provide matching grants for colleges in Hawaii and on the mainland to give racially exclusive scholarships for students to major in ethno-STEM.
The detailed new webpage is entitled “How Kamehameha School bribes other schools to be partners in racial segregation” and can be found at
https://tinyurl.com/y8cny7ew
Hawaii Legislature 2019 — Bills and Resolutions
Feb 10
Posted by Ken Conklin in Commentary, News, Office of Hawaiian Affairs, Reference | Comments off
Hawaii Legislature 2019 — Bills and Resolutions Related to Hawaiian Sovereignty and Racial Entitlement Programs. Text, testimony, and outcome.
A webpage provides complete information on 19 bills or resolutions for which Ken Conklin has submitted testimony as of February 10, 2019:
https://tinyurl.com/y4ou3cg8
The webpage will be updated continuously whenever a new item is introduced (there might be many more).
Examples:
SB1501 appropriates $439 Million tax dollars for DHHL for 2 years!
HB402/SB1363 gives OHA $139 Million to make up for alleged underpayment of 20% of ceded land revenues, and then $35 Million per year starting now.
SB195/SB642 requires that the Hawaiian version of a law be held binding if the law in question was originally drafted in Hawaiian and then translated into English. Requires that ‘okina and kahako be used, when appropriate, in documents prepared by or for state or county agencies or officials.
HB1119/SB1451 Reestablishes Kingdom holiday as a permanent annual official state holiday, November 28: La Ku’oko’a, which the bill calls “Hawaiian Recognition Day” although that has always been translated as, and will be perceived as, “Hawaiian Independence Day.”
More on the way!
The Hawaii legislature is in session each year from mid January to early May. Each year there are numerous bills and resolutions related to Hawaiian sovereignty and racial entitlement programs. For about 20 years Ken Conklin has been tracking such legislation, and submitting testimony. As of February 10, 2019 there are 19 different bills or resolutions on this topic for which committee hearings have been announced and for which Conklin has submitted testimony. There will probably be many more, and the webpage will be updated every time a new item gets a committee hearing (new RESOLUTIONS often get introduced later in the session, but a BILL will be treated as “new” only if it did not yet have a hearing). The count of 19 reflects completely different bills and resolutions, not counting the cloned companions in the other chamber, nor the amended versions sent by one committee to the next committee; all of which get Conklin’s revised and updated testimony reflecting amendments made along the way.
Some bills or resolutions have clones, called “companions”, which are introduced under different bill numbers in both the House and Senate. As the session goes forward, many committees make amendments before sending an item to the next committee or to the other chamber. After an item has passed all its committees in one chamber, then it gets sent to the other chamber where more committees consider it, and perhaps amend it. At the end of session a bill must be passed with exactly the same content in both chambers before it can pass out of the legislature to the Governor for his signature.
A webpage provides complete information on the 19 bills or resolutions for which Ken Conklin has submitted testimony as of February 10 2019:
https://tinyurl.com/y4ou3cg8
The webpage will be updated continuously whenever a new item gets a hearing (there might be many more). For each item Conklin’s webpage provides full text of Conklin’s testimony; a link to the Senate or House “status” webpage where the full text of the bill or resolution can be viewed, along with a file containing all the testimony submitted to each committee along the way on the item (sometimes dozens of people submit testimony), and a record of which Senators or Representatives voted which way on it, and the official committee report that accompanies the item as it gets sent to the next committee or to the full chamber. Conklin sends a revised version of his testimony to the next committee whenever an item gets amended before it goes to the next committee or to the chamber’s floor; but normally Conklin posts on his webpage only the first version of his testimony, unless there are major changes to the primary concepts.
The webpage also provides, at the bottom, a long list of links to Conklin’s similar webpages from previous years providing testimony from Conklin and others regarding bills and resolutions. That’s a useful resource for anyone wanting to analyze the trajectory of legislation and testimony on any particular issue. Some bills or resolutions that fail get re-introduced essentially unchanged in later years, repeatedly, like zombies or mummies in science fiction movies; other items get significantly revised by the people who write them and get them reintroduced; and some items that fail are allowed to stay dead. Which is which? Do your research!
Tags: DHHL, Hawaii legislature, Hawaiian language, Hawaiian sovereignty, OHA, racial entitlement