We are a Nation of Immigrants

“Give me your tired, your poor;

Your huddled masses yearning to breathe free.”

(from Emma Lazarus’ sonnet “The New Colossus” inscribed on a plaque at the Statue of Liberty)

Last year, I saw the Statue of Liberty for the very first time. We were on a trip to New York City with our son and teenage grandsons and took a tour to see Lady Liberty and Ellis Island. It was a humbling and inspirational experience. 

A few years ago when I was a principal, I visited a fourth grade classroom where they were in a discussion about immigration as part of their social studies unit, studying the wave of immigration to Hawai’i. At the time, the news was focused on the plight of the Syrian refugees, and the teacher saw this as an opportunity to expand the unit beyond a period of time in Hawaii’s history to what was happening in the world. Students learned about push and pull factors that impacted immigration and agreed on a question that would drive their research and discussions: Will immigration last forever? Why or why not? Those fourth graders learned how immigration to Hawai`i transformed our islands, making us the most multicultural state in our country. They made that connection to the world, agreeing that immigration would indeed last forever due to push and pull factors as well as events that impact people’s lives.

Unless someone is Native American or Native Hawaiian, their ancestors came to our country from somewhere else. Most of us are immigrants or descendents of immigrants. The Pilgrims themselves were immigrants, fleeing religious persecution in England and eventually crossing the Atlantic Ocean to settle in America. There are many other examples. A potato famine in Ireland led to over 1 million Irish immigrants entering our country.  Chinese laborers were recruited to build the transcontinental railroad system. Jews from Eastern Europe and Russia came to America to escape discrimination and violence. Cubans fled to our country after the Cuban Revolution. Recent refugees from Central America and countries like Iraq, Syria, and Afghanistan sought asylum due to war and instability in their countries. And others came to our country for educational or economic opportunities. 

My ancestors emigrated to Hawai`i from Japan in the 1890's. At the time, Hawai`i was a nation, and Japan was transitioning from feudalism to Westernization. This led to economic instability especially in rural areas. So when King Kalakaua offered contracts to work on the sugar or pineapple plantations in Hawai`i, many men took the offer. It was very challenging with long hours, backbreaking work, poor pay, and terrible working conditions, but our ancestors persevered, believing that Hawai`i would offer more opportunities for their children. Their work ethic was drilled into our generation from a young age. We were constantly reminded that if we studied and worked hard, we would have many more opportunities than what our ancestors had. I owe much to our immigrant ancestors.

My family’s story is not unique. American has been called “The Land of Opportunity” because it offered possibility. From the first immigrants to those who come today, people hope for a brighter future in our country. If we remember why people emigrated to our country - to escape hunger or persecution or a feeling of hopelessness - it is difficult to dismiss those who come to our country today for the same reasons. The question we must address is “Do we meet the challenges of immigration with compassion or with fear?” 

I’ve been reflecting on that fourth grade class and the honest discussions that took place between students and the teacher. And I wonder how many classrooms today are having discussions about important topics like immigration. Our students need to be informed citizens, able to see a challenging topic as an opportunity to engage in research, discussions, and the realization that there can be a difference of opinion, and that our personal experiences can impact one’s viewpoint. Those fourth grade students are now in high school and will be of voting age in a few years. I am hoping that they continue to be informed citizens, to look at issues with a wider lens, and can empathize with those who may be experiencing challenges or who have different viewpoints.

This was at the entry to the ferry tour to the Statue of Liberty. I asked our grandsons “Why would immigrants come to our country and what has been the impact of immigration? 

This tour was one of the highlights of our trip to New York City. 

Our country is unique because of our diversity. We are a nation of immigrants; that is who we are, that is our history. I hope we can agree that the issue of immigration should be met with compassion and not with fear. 

Teaching Students to Think Critically

It's been a challenge for me to blog recently; everything I attempted to write ended up in the trash. I was becoming too negative, and as my husband reminds me, my writing should be more hopeful and related to education. At the same time, my husband and I have had many discussions and agree that our schools have done a poor job to help students understand the complex history of our country.   Teaching American history and civics education does not appear to be a priority at most schools. This then leads to apathy or ignorance which are evident in what we see every day on the news or on social media. Our country's future as a respected world leader is at stake. 

When I wrote "How Do We Teach History to Today's Kids?" I admitted that I never delved deeply into history. I learned from textbooks and  tests that measured my recall of facts. I don't remember ever engaging in discussions where we encouraged to ask questions, study two sides of an issue, and delve deeper to take a position. We just accepted what we read in our textbooks: names, dates, and events.

Recently, I read a reflection by Josh Reppun,  host of the "What School Could Be" podcast. It was titled, "My Most Intense Learning Experience" and Josh shared, " I completely lost track of time, of space, of the wider world and anything in it. Why? Because Edmund S. Morgan took me deep, deep into the heart and soul of America and spared me no niceties or positive outcomes." For Josh, it was a book that opened his eyes to what had happened in our country and the realization "that our American democracy, our system of economics, our culture and our society was built on the backs of slaves who were first brought to America in the early 1600s". For me, it was the mini-series "Roots" which showed me a shockingly frank depiction of slavery that I was unaware of and ignorant about.  In fact, in all of my years as a student, I never learned about our country's cruel mistreatment of Native Americans, or Chinese laborers, or Japanese-American citizens. The overthrow of the Hawaiian monarchy was never part of our curriculum either. History was whitewashed throughout my educational journey,. Today's students deserve better.

So what's the problem? Why aren't schools engaging students in civil discourse, defined as "deliberating about matters of public concern with others in a way that seeks to expand knowledge and promote understanding." Civil discourse isn't about debate or "winning" an argument. It's about listening to other viewpoints, about accepting that we can agree to disagree, and being respectful in our conversations. Our individual experiences influence our opinions, and hearing from someone with different experiences may help us to see an isue more clearly. As a lifelong educator, I believe our schools need to change. Social studies is often overlooked or taught separately, especially in elementary schools which focus on reading, math, and science, the subjects that are tested and can influence the public's perception of individual schools and school systems. 

But education can make small changes. Instead of learning history through textbooks alone, there are ways to integrate language arts and social studies standards in our curriculum through project-based learning, Socratic dialogue, and classroom discussions. For example, we can integrate literature by reading fiction about specific events or periods to discover insights and provide new perspectives about how history impacted ordinary people's lives. This can lead our students to ask questions that go deeper into that event or time in history. Additionally, there are resources and sites like New American History with a plethora of resources, including primary sources, on almost any social studies topic for any grade level. Because today is Thanksgiving, I checked out some of their articles E-and resources, and there's so much there to digest and ponder.

Next year, 2026, is the 250th birthday of the United States of America. Our country has been admired around the world for its ideas that people have rights and that government exists to serve the people. Our country is a representative democracy with leaders who are elected, not inherited. We are bound by the Rule of Law which means that no one is above the law and that we have rights. We pride ourselves on opportunities, that if one works hard, they can achieve the American Dream. But right now, our country's future as a respected world leader is shaky. 

Our young people will be the ones to change that perception. I am optimistic that with support and guidance, they will make a difference in our country and in the world. Let's give them our support. 

Should We Be Banning Books?

October 5-11, 2025 is Banned Books Week, the one week in a year to bring attention to our right to choose what we want to read and to make the public aware of the kinds of books and the reasons why they have been banned in some schools and libraries around the country.  Presently, our country is in turmoil, so the issue of banning books has perhaps taken a back seat to other more “important” issues that are dividing our country. But I believe that the issue of banned books is not something we can just ignore. 

I have shared my concerns that students are no longer viewing reading as an enjoyable activity (Why Aren't Kids Reading for Pleasure?) It doesn't help that the book bans or censorship could impact the kinds of books that are available especially for marginalized students. I also know our world today is very different from when I grew up with technology available, 24/7,  and many more options in life than we had back then. Our schools could be the place where a love for books and reading could be nurtured, especially in elementary schools. And banning or censoring books is not the answer.

Kids need to see themselves in the books they read. When I started out as a teacher, there were very few books with multicultural characters who may have been dealing with problems that our young people could relate to. But by the time I retired, there were lots of choices -  diverse characters, themes that helped students to navigate challenges in their lives, and  plots that encouraged sensitive discussions and helped students to be more empathetic and thoughtful of other people's challenges. As stated in this article, Mirrors, Windows, and Sliding Glass Doors, "When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part. Our classrooms need to be places where all the children from all the cultures that make up the salad bowl of American society can find their mirrors." 

The sad thing is that many of those books are the ones being challenged or banned today. Watch this video with George Takei, Honorary Chair of Banned Books Week. He is an actor and an author who speaks from experience about being banned and having his stories silenced. 

I remember some of the books that I shared with my sons and my students, wonderful books such as Charlotte's Web, Bridge to Terabithia, Baseball Saved Us, The Giving Tree, Where the Wild Things Are, Ramona, the Pest, The Lorax, Crow Boy, Strega Nona and others. We had meaningful discussions about these books, about the main characters, what made them memorable, the problems they had to overcome, and how they made us feel.  All of these books have one thing in common. All are or have been banned in the past. And there are many, many more titles - too many - of picture books as well as novels, poetry books, graphic novels, and others that have been banned for various reasons. 

I was disappointed yesterday when I read this article in Civil Beat: Hawai`i State Library Bans Displays for Banned Books Week. Hawai`i is a state with a diverse population and where aloha and tolerance for others is expected and practiced daily. Why would our libraries choose not to publicize the one week in the year which calls attention to books which have been banned or censored? I decided to visit the public library to borrow some books. I looked around to see if there was any mention of Banned Books Week; there were a few small signs that said "Freedom to Read" and one bulletin board with 4 small stickers with titles of books library patrons were reading.  I thought I'd look for and read some of the newer picture books on the most current list of banned books. Unfortunately, none of them were on the shelves. There could be reasonable explanations. Perhaps they were checked out or perhaps they were never part of the library's collection or perhaps they were shelved in the wrong place. I don’t know the reason, but I was disappointed. I wanted to see for myself why those books were banned.

These are the covers of some of the books that have been banned in schools and/or libraries. I looked on the shelves at our local public library for some of those books but didn’t find any of them.

In these challenging times in our country, we need to advocate for our students and educators. Banning books because we don’t agree with what is written does not help our children to think critically, to engage in sometimes-difficult discussions, to ask questions and to share their ideas. Our children deserve better.

Let’s stop banning books!

** Here is a link to a comprehensive article that explains the state of book banning: “The Normalization of Book Banning”

“Education is the Foundation of Freedom . . .”

If anyone were to ask me who I think was the most influential President of our country, I would automatically name Abraham Lincoln, George Washington, and Franklin D. Roosevelt for leading our country through great challenges and Teddy Roosevelt for his conservation and foreign policy efforts. Then I'd add John F. Kennedy and Barack Obama for inspiring a new generation in our country. 

Lastly, I would name Lyndon B. Johnson for his "Great Society" legislation. 

LBJ, who ascended to the Presidency in 1963 after JFK's assassination, was elected in 1964, but chose not to run for re-election in 1968 after the escalation of American troops in Vietnam, a highly unpopular decision. But his "Great Society" domestic policy legislation that passed with bipartisan support during his Presidency has since positively impacted the lives of so many in this country. These programs sought to eliminate racial injustice and poverty through wide-sweepng legislation that protected civil rights, established Medicare, Medicaid, and food assistance, provided federal funding for schools and higher education,  banned housing discrimination, and strengthened environmental protections. 

When I graduated with a BEd in Early Childhood Education in 1973, there were no elementary teacher positions in our Department of Education. Fortunately, I was able to secure a job with Head Start, a program that was created in 1965 as part of President Johnson's War on Poverty. The next fifteen years with Head Start gave me experiences that impacted me for my whole career as a teacher and a principal. (Read my blog about my Head Start experience here.) If not for President Johnson, I might have pivoted to another profession. 

President Johnson was so committed to helping those who were struggling; I wondered why and did some research. I discovered that Lyndon Johnson had an impoverished upbringing in rural Texas, living with his family on a farm with no electricity or running water. Growing up, he experienced the struggles of rural poverty, but he had parents who believed in him and allowed him to find his way in this world after he graduated from high school. (Lyndon B. Johnson biography)  I also learned that he spent a year as a teacher in an impoverished area of Texas, working with mostly Mexican immigrant children. (Lyndon B. Johnson The Teacher) Working with these students gave LBJ the realization that ALL students deserve an opportunity to succeed. At the signing of the Elementary and Secondary Education Act on April 11, 1965, President Johnson stated, "Poverty must not be a bar to learning, and learning must offer an escape from poverty." 

I am grateful that we had leaders  back in President Johnson's time who understood the importance of education for all students and the role of the federal government in supporting states with funding. I know how much our school relied on federal funding to provide services for students who needed extra support as special education or disadvantaged students or English Language Learners. Teachers also benefited from funding that provided professional development opportunities to improve teaching and learning at our school.

The present administration in Washington, D.C. has pledged to dismantle the federal Department of Education. They have also pledged to eliminate Head Start, a program which is near and dear to my heart. Not every family can afford to pay for preschool, but every child deserves that opportunity. That is the purpose of Head Start and why this program was established as part of the Great Society. (Impact of eliminating Head Start)

For over 60 years, public schools in our country have benefited from federal funding to supplement state funds. In Hawaii, roughly 11% of our operations are federally-funded. (See graph) Our HIDOE will have tough decisions to make if they intend to provide the level of services which our communities expect from our schools with the loss of millions of dollars in federal funding.  If we believe, as President L. Johnson did, that every child deserves an opportunity for a quality education that will prepare them for their future, we must advocate for the continued support from the federal government to level the playing field in every state. Our future depends on it. 

“Our aim must be to give every child the best education he is capable of absorbing. For education is the foundation of freedom and the first step away from poverty.”   

President Lyndon B. Johnson

"The Guardian Project: Advocate, Protect, Empower"

Joining the What School Could Be global community was probably one of the best things I did as an educator. That on-line community is where I connect with like-minded individuals who reimagine education to meet the needs of our students and to have discussions that can result in improved teaching and learning.  I have "met" and engaged virtually with incredible educators who are doing the hard work, making changes in their classrooms and schools that engage and inspire their students. It is amazing to sit in a Zoom meeting and to see, hear, and feel the excitement of educators and students from around the world. 

One of the educators I have met and hosted on my "Elevating Teacher Voice" program on the What School Could Be community is Robert Landau. He read his blog, "A Hippocratic Oath for the Education Sector" which led to a lively discussion. Robert clearly exemplifies the kind of educational leadership we need today to equip our students with the skills they will need in the future.

Robert recently contacted me; he wanted to have a conversation. He and I have something in common; we both have grandchildren, and we are concerned about the world and the problems we are leaving them. Robert is embarking on a new endeavor which will be launching shortly, and he wanted to get my feedback "The Guardian Project" is a grassroots movement of educators, schools, and people like me who care about the future. Students and teachers from schools in different parts of the world will have the potential to communicate, to collaborate, and to share ideas on projects that impact them. These projects will focus on big issues like the environment and stewardship for future genrations; health and well-being for all;  community and civic responsibility; and creating sustainable and ethical economies. Imagine what kind of  impact a project could have when young people realize that despite living in different parts of the country or the world, they face similar problems and can collaborate to find a solution. 

I've been thinking a lot recently about the state of our country and our planet.  My younger self used to think of our world as a giant patchwork quilt, each individual piece adding to its beauty and comfort. I know this is a Pollyanna viewpoint; we are much too divided as communities, as a nation, and as a world. But imagine if our youth could be the problem-seekers and problem-finders, the ones who realize that only by working together can we create a better world for future generations. Our world is huge and diverse, but with the technology that is available today, we are much more connected than at any other time in history. And the problems that exist in Hawai`i where I live - like climate change and the environment, economic inequity, food insecurity, and homelessness - are nationwide and worldwide concerns as well. 

I have blogged about how our education systems need to change to meet the challenges of a changing world. Too often, learning in school is merely memorizing and regurgitating information. Students are often passive learners as opposed to being passionate, self-directed learners whose curiosity about a subject drive their own learning. Real learning means applying skills or facts to delve deeper, to make sense of information, and the application to new situations. I look forward to seeing students grow and thrive, and "The Guardian Project" can provide them with the support and validation they need to make this world better for future generations.

"We don't inherit this world from our ancestors; we borrow it from our children." This Native American quote is one of my favorites. We have many problems in our world today, but our children are much more aware of the challenges we face. Giving them the tools they need to be collaborative problem-finders and problem-solvers is what "The Guardian Project" is about.

I will sign up to be a Guardian. Will you?

What Does the Future Hold for Our Young People?

Our first grandson starts college this year. He and his family are traveling across the state today to get him settled in. The years went by much too quickly.

I reflected on my own college experience. I graduated high school in 1969 and attended the University of Hawai`i. Tuition was about $187 per semester. and living in a dormitory was affordable. I made new friends, got an on-campus job, worked during the summer, and learned to manage my time and money. I am hoping our grandson has similar experiences as he spreads his wings.

But times have changed. Today, the cost of a college education is unaffordable for many students and their families. There are programs which could lessen the burden on families such as loans, grants-in-aid, free community college, and dual high school/college classes.  These aids can be helpful to families, but often, students still need to take out loans in order to attend college. 

Perhaps a greater challenge for incoming college students, though, is deciding what to major in. When I went to college, I was determined to become a teacher. I was fortunate to be accepted to the College of Education and was able to secure a teaching job when I graduated. At that time, education was the most popular college major , but today, it's down to 5% or less of the graduates amidst a huge teacher shortage. Today's college students have many more options, and teaching is not a career path for most when there are many more college majors available today. 

During my years as a teacher and school principal, I continued to follow trends in education. I believed in the use of technology in classrooms so students could explore, discover, create, and share. Students learned with and from each other, and they taught each other as well. In fact, I often learned new technology tools from the students and teachers I worked with. 

I remember that back in 2013, coding was a new buzzword in education. I wrote an op-ed piece about coding that was published in the local paper. I read articles and watched videos about coding and the importance of students learning to code. I shared  this video with President Obama at a parent-child activity night about the importance of learning to code. Unfortunately, in most schools, coding didn't take off  and technology was only used as a tool to supplement the curriculum, not as a means to engage learners through collaboration, problem-solving, or creating. 

Today, 12 years have passed, and learning to code has lost importance as an essential skill for students to learn. No longer are coders in high demand. As this article shares, those students graduating with Computer Science degrees are having great difficulty in finding jobs. Artificial Intelligence can code much more quickly than a person, and despite the promise of a high-paying job after getting a degree, that is just not happening for Computer Science majors. Technology is advancing rapidly these days, and workers are not needed when AI can do the job faster and more cost-efficiently. Law clerks? Medical transcribers? Architect interns? Customer service representatives? These jobs could be done more quickly and efficiently using AI as opposed to paying workers. 

Our universities and institutes of higher learning are adapting to our changing world. Our K-12 schools must similarly adapt. Unfortunately, most K-12 schools have changed very little since the Industrial Age when schools were designed to prepare students for factory work: a standardized curriculum, a teacher at the front of the room who expected obedience from the students, students divided into classes by age; a school day structured to replicate the factories students were being prepared to work in. 

Our world is changing rapidly and our children are growing up in a much-different world today. They are digital users from the time they are toddlers, and schools need to change the way we view our students as learners. We underestimate their ability to learn on their own or with their peers. School could be more relevant if we allowed our students more flexibility in what they learn, who they learn with, and how they share what they learned with an audience of their peers as well as the community. 

This video was made in 2019, a mere 6 years ago. I was amazed when I first viewed it and I wonder how much more advanced our world has become since then. I wonder how our children who are just entering college will fare when they graduate four years from now. Will what they studied be applicable? Will they be able to find a job that pays a living wage? Will they be saddled with a huge loan which requires them to work more than one job in order to pay the bills? Will they have to go back to college to get another degree so they can find employment? Will they use social media to share their message as content creators or influencers? Will they decide to follow their passion and create art or music or literature for others to enjoy? Will they become entrepreneurs, creating a business or service that addresses the needs and wants of a changing world? 

In four short years, our grandson will graduate from college. Whether he can get a job could depend on the state of our country and the world in the next few years.It's up to all of us to give hope to our young people so they can achieve their dreams. Let’s work together to reimagine a world that is joyful, one that engages our youth and encourages them to be problem-seekers and problem-solvers, and gives them the tools to be self-directed, creative and critical thinkers who can make a difference in this world. I have faith in our young people. They are much more aware of the challenges in the world they are inheriting and they are determined to make a difference. Let's support them. 

"Choose Kind"

In my recent post (To the Recent Graduates) I asked our graduates to "Choose kind" - If we all choose to be kind to others, the world would definitely be a better place. Treat others with respect; this is what is lacking in the current administration."

Unfortunately, 'choosing kind' is not as simple as it sounds. Every day, we see videos and read articles about disrespectful behavior in our country, starting with our 'leaders' in the nation's capital. The name-calling, put-downs, insults, intimidation, bullying, disrespect for others, and their lack of empathy and civility are captured 24-7 on news stations and social media sites.  Their words can incite division and inflame racial, religious, or cultural tensions. Rather than addressing the issues which impact our country, they choose to spread misinformation. They refuse to conduct respectful discussions with those they disagree with, discussions which could lead to a compromise and would benefit our citizens. And they have no empathy for those who are most vulnerable - the sick, the poor, the homeless, the disabled, the elderly, and immigrants who only want a better life in our country. These 'leaders' are setting a poor example for our young people.

Our schools could and should be a microcosm of society, a place where students learn to connect with and respect the diversity and background of their classmates as well as the history of our country, where we've been and where we need to go in the future. Students should be critical and empathetic thinkers, able to navigate their world, one which has evolved and will continue to evolve over their lifetime. Unfortunately, though, schools have become political hotbeds where teachers are often told what to teach and how to teach. Book bans, DEI (diversity, equity, inclusion) issues, whitewashing the history of our country, gender inequity, tensions between individual freedoms and collective responsibility - these issues point out the division in our schools which mirror the division within our society today.

Back in 2017, I wrote this as part of a blog, and it is perhaps even more applicable to what is happening today in the chaos in our country: I think it all can be traced back to respect . . . or more accurately, a lack of respect. As parents, we teach our children to be respectful, and in school, mutual respect is expected. "Treat others the way you would like to be treated."  As school leaders, we have a responsibility to lead with respect. We know that a positive school culture is essential for student learning. We want our staff, our parents, and our students to feel that they can make suggestions or share their ideas. We know that listening to different viewpoints can only make the discussion richer and ideas to flow more readily. We value diversity of opinions, and we want students to ask tough questions because that can lead to deeper learning. Listening and respecting other viewpoints, elements in a positive school culture, are essential if we want our students to learn and grow as informed and contributing citizens of this world.

If we want a better world in the future, we need to focus on our young people because as the Native American quote says, “We don’t inherit the earth from our ancestors. We borrow it from our children.” Our children are our best hope for the future, and our schools need to be firm in their commitment to teaching and learning that values the sharing of ideas, honest discourse, and the understanding that it’s okay to disagree. After all, our ideas can change as we go through life.

Schools need to model kindness and respect, and students need opportunities to contribute positively to their family, their school, and their community. This needs to be a priority, as important as academics, especially in middle and high schools where we often see challenging behaviors that mirror what we are seeing on mainstream or social media. We want students who are empathetic, who have strategies to deal with conflicts, who treat others with respect and concern, who are kind, and who care about the world they will inherit.  Our students today will be the leaders we need tomorrow to heal our fractured nation.

In these challenging times, choosing kindness is one of the most powerful ways we can connect, heal, and build a better future together.