COE Faculty and Staff > Institute for Teacher Education > Amber

  • No Photo AvailableAmber Makaiau

    Director of Curriculum and Research


    • Institute for Teacher Education -
    • Institute for Teacher Education


    • 1999 Bachelor of Science Psychology and Education University of California at Santa Cruz
    • 2001 Master of Education in Teaching Secondary Social Studies University of Hawai‘i at Manoa
    • 2010 Doctor of Philosophy Curriculum and Instruction University of Hawai‘i at Manoa

    Area(s) of Interest

    • Social Studies, Social Justice Education, Multicultural Education, Culturally Responsive Teaching, Philosophy for Children

    Brief Biography

    Dr. Amber Strong Makaiau is currently the Director of Curriculum and Research at the University of Hawai‘i Uehiro Academy for Philosophy and Ethics in Education. For over ten years, she taught secondary social studies in the Hawaii State Department of Education. Her achievements include, National Board Certification in 2006, the Hawaii International Education Week- Honolulu Advertiser 2004 Outstanding Global Educator Award, the Oceanic Outstanding Educator Award in 2005, and the 2011 Teaching Tolerance Award for Excellence in Culturally Responsive Teaching. Her current projects include a brand new secondary level Philosophical Inquiry course, developing the emerging field of deliberative pedagogy, and a new approach to research ethics education. Dr. Makaiau enjoys speaking, writing, engaging in intellectually safe communities of inquiry, and advocating for the betterment of education in Hawaii and beyond.

    Contact Information

    Office Phone



    Sakamaki D-201



    Visit Amber Makaiau's homepage

    Curriculum Vitae


    Scholarly Works

      Book Chapters

    • Makaiau, A. S. (2017). Philosophy for Children Hawai‘i: A Culturally Responsive Pedagogy for Social Justice Education. In C. C. L. & L. Sequeira (Ed.), Inclusion, Diversity and Intercultural Dialogue in Young People’s Inquiry (pp. 99–110). Rotterdam, Netherlands: Sense Publishers.
    • Makaiau, A. S. (2017). A Citizen’s Education: The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy. In M. R. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge International Handbook of Philosophy for Children (pp. 19–26). London, England: Routledge.
    • Makaiau, A. S., Ching-Sze Wang, J., Ragoonaden, K., & Leng, L. (2017). Empowering Global P4C Research and Practice Through Self-Study: The Philosophy for Children Hawai‘i International Journaling and Self-Study Project. In M. R. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge International Handbook of Philosophy for Children (pp. 227–235). London, England: Routledge.
    • Makaiau, A. S., Ching-Sze Wang, J., Ragoonaden, K., Leng, L., & DeWoody, H. (2016). Critical Friendship, Mindfulness, and the Philosophy for Children Hawai‘i Approach to Teaching and Learning: Findings from an International Online Collaborative Journaling Project for Teacher Educators. In K. R. & S. M. Bullock (Ed.), Mindfulness and Critical Friendship: A New Perspective on Professional Development for Educators (pp. 59–76). Lanham, MD: Lexington Books.
    • Makaiau, A. S., & Freese, A. R. (2008). Establishing a learning community as a site to explore our multicultural selves. In Learning Communities in Practice (pp. 103–116). New York, NY: Springer Science & Business Media.
    • Journal Articles

    • Makaiau, A. S. (2017). Using a Philosopher’s Pedagogy to Teach School Subjects: The Case of Ethnic Studies at Kailua High School. Journal of Philosophy in Schools, 4(1), 4–26.
    • Makaiau, A. S. (2016). The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy: A Promising Practice for Preparing Pre-Service Social Studies Teachers in the College of Education. Analytic Teaching and Philosophical Praxis, 36(1), 1–7.
    • Makaiau, A. S., Leng, L., & Fukui, S. (2015). Journaling and self-study in an international research collective. Studying Teacher Educaiton, 11, 64–80.
    • Makaiau, A. S. (2015). From School-Culture-to-Family-Culture: Reflections on Four Generations of a Deweyian Education in Hawai‘i. Educational Perspectives, 47(1 & 2), 43–48.
    • Makaiau, A. S. (2013). Incorporating the Activity of Philosophy into Social Studies; A Seven-Part Philosophical Inquiry Process. Questions: Philosophy for Young People, 13, 15–17.
    • Makaiau, A. S., & Lukey, B. (2013). A Philosopher's Pedagogy: A Three-Part Model for School Betterment. Journal of Academic Perspectives, 9, 1–13.
    • Makaiau, A. S., & Freese, A. R. (2013). A transformational journey: Exploring our multicultural identities through self-study. Studying Teacher Education, 9, 141–151.
    • Makaiau, A. S., & Miller, C. E. (2012). The philosopher's pedagogy. Educational Perspectives, 44, 8–19.
    • Makaiau, A. S. (2003). Voyaging to the outer limits of education: Reflections on P4C in the secondary classroom. Thinking: The Journal of Philosophy for Children, 17, 56–64.
    • Multimedia Contributions

    • Makaiau, A. S. (2017). C3 Hawaii: Making our Social Justice Education Mission Explicit.
    • Makaiau, A. S. (2017). Making our Stance on Social Justice Education Explicit.
    • Makaiau, A. S. (2017). Want to Teach Election 2016? Start with “Intellectual Safety.” .
    • Makaiau, A. S. (2017). BioBlitz Recognized as Integral to Cutting Edge Action-Oriented Inquiry-Based Social Studies Teaching and Learning.
    • Makaiau, A. S. (2015). Cultivating and Nurturing Collaborative Civic Space.
    • Makaiau, A. S. (2015). TT Awardee Spotlight: Amber Strong Makaiau.
    • Makaiau, A. S. (2011, August). Why we Need to Preserve Social Studies in the State of Hawaii.
    • Makaiau, A. S. (2011). Verbatim: Policy 4540 Marginalizes Hawaii’s Youth.
    • Research / Evaluation Reports

    • Makaiau, A. S. (2010, January). Adolescent identity exploration in a multicultural community context; An educator's approach to rethinking identity interventions (pp. 1-383). Proquest.