I ulu no ka lālā i ke kumu, the branches grow because of the trunk: ancestral knowledge as refusal.

This paper will discuss the ways that Native Hawaiian scholars are engaging in innovative strategies that incorporate ancestral knowledges into the academy. Ancestral knowledges are highly valued as Indigenous communities strive to pass on such wisdom and lessons from generation to generation. Ancestral knowledges are all around us no matter where we are, they are evident and valued in every setting, whether out on the ocean and land or in a four-walled classroom. However, contrary to Indigenous beliefs, ancestral knowledges are continually threatened by formal education systems -- institutions that would have us believe that they have no place in the university setting; whereby Indigenous ways of learning are replaced with Western forms. Ancestral knowledges are devalued due to the fact that most institutions of higher education are not multi-generational, reflecting a bias against elders and elder knowledge and an overemphasis on 'new' knowledge. Furthermore, these institutions are dependent on Western epistemologies and ways of thinking. Building upon my own experiences. This paper aims to unveil the ways in which Native Hawaiians have combated alienation and isolation of ancestral knowledges in higher education and to re-imagine what Native Hawaiian higher education could be. More specifically, I analyze exemplary practices at the level of individuals, community, and institutions to illustrate the ways that scholars have refused such exclusion of ancestral knowledges within the academy. [ABSTRACT FROM AUTHOR]