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Student interview for Place-Based WAC/WID writing instruction in Management, clip 14 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 17
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 13
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Nursing at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'Do you know more about Hawaiʻi or the Pacific, and if so, what?' ; Brief excerpt from interview: The class itself has strengthened my knowledge of different cultures that inhabit Hawaii. I wouldn't be able to tell you where the Chuuk islands were before, or I actually found out that one of friend's boyfriends was Chamorro, and I never even heard of that.I also learned the different traditions and rituals to respect and to expect to see in hospitals when I care for them . . . that's the population that I'll probably be treating a lot so it opened my eyes to more than just the Hawaiian, Japanese, and Chinese population and Caucasian population here, so I felt it was definitely worthwhile. [My friend who is Chamorro also hung out with a lot of Chuukese people and he told me that they chewed betel nut juice a lot . . . and finding that out like they're going to have teeth problems foreseeing that, so if I'm interviewing someone who is Chuukese, or Chamorro, or Micronesian I know to check their teeth as well because that's an important aspect about beteljuice . . . I never knew about that and that helps. I understand now, too, the high importance of the rankings of the community. In a Chuukese community there's someone that's an elder and they make the decisions.They make the health decisions for their community so even if I want to work one-on-one with this person who's ill, I need to work also with the elders so that way they give permission for this person to get treatment. Otherwise if I'm just working with the person who is just a community member and is sick and wants to get treatment--they won't be able to get it and . . . the reason why that is is the elder takes care of the community. They help pays for their bills. I mean everything is a community and it's kind of like a small society where the elder takes care of everyone. Money's pulled in from the community and they all help each other. It's amazing. It's their own little society.
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Keyword:
awareness; betel nut juice; Caucasian; Chamorro; Chinese; Chuuk islands; Chuukese; Chuukese community; class; communal effort; community member; community rankings; cultural awareness; cultural knowledge; cultures of Hawaii; elder; ethnicity; general education requirements; Hawaii; Hawaii population; Hawaiian; health decisions; health issues; identity; illness; interview; islands; Japanese; kind of learning; learned a lot; locations; Micronesian; Pacific; place-based writing; positive experience; problems; respect; rituals; scholarship of teaching and learning; sense of place; sick; Social rankings; socialization; society; teeth; traditions; treatment; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/38350
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