Indigenous knowledge and values are inherent to what our world needs in order to address the real world STEM challenges that we face (Bang and Medin, 2010, and Smith, 2012, as cited in Krauskopf, 2021). Place-based curriculum provides a space where Indigenous and Western knowledge can interweave and provide visceral learning experiences as well as strengthening students’ relationship to their home. In this poster presentation I share my process for developing curriculum from Kanaka ʻŌiwi perspective. My hope is that my process can serve as guidance to other kumu aiming to engage in similar curriculum development.

STEMS² Pillars: Aʻo, Makawalu, Moʻolelo, Sense of Place, Advocacy