Spring 1999

Writing Intensive

PS 381 examines major issues confronting Hawai`i today, and especially, the deeper social, cultural, ecological, economic, and political forces that underlie them. Students will follow one group closely that is involved in political activism. Intellectually we also critically consider political changes that are creating "an alternative vision" to the trends of globalism, economic rationalism and hyper-growth, based on sustainable development principles.

many challenges. Hawai`i, once famous for its sugar and pineapple plantations, and then tourism, enters the 21st Century with its extraordinary beauty and culture threatened by many problems. It represents a microcosm of global changes. The Islands' economy, as its plantations close down, its military bases shrink, and its main economic engine - the tourism industry - struggles to grow after years of easy hyper-growth. New political leadership is being called for, as the leaders of the Democratic Party, after 40 year of virtual single-party rule, stumble along. Many citizens are clamoring for more open political processes and other major governmental changes. The Islands' once dazzlingly beautiful environment, already severely degraded, is further threatened. Native Hawaiians, illegally dispossessed from their lands more than a hundred years ago, are mounting strident demands for justice and for control of land and water rights.

"How should we meet these challenges?" ask government leaders, businesspeople, community activists, and average citizens?

more growth? Hawai`i's economic élite and political powerbrokers are striving to booster the present economy by attracting even more offshore investors to further develop mass tourism and commercial projects. They seek to further develop Waikiki and Honolulu's downtown waterfront, and many more tourism projects on the Neighbor Islands. They propose lowering taxes and cutting-back government regulations, and adopting Neo-conservative ideas to reduce government and human services — downsizing — to "revitalize" the economy. In sum, the élite wants Hawai`i to be even more linked to global capitalism.

Many Islanders, however, oppose Hawai`i's over-development. They see its economy becoming even more dominated by powerful transnational corporations, with growing extremes of rich and poor. They fear further degradation of Hawai`i's beautiful environment and unique social culture by urbanization, sprawling subdivisions and shopping malls, resorts and tourism facilities. Islanders find themselves forced to move away in order to find decent paying jobs, affordable housing, and a reasonable cost-of-living. Socially, the Islands' once unique mixture of Polynesian and Asian cultures is being engulfed by individualism, competition, and consumerism — what some call the "Los Angeles-ization" of Hawai`i.

another future: sustainable development? Alternatives to Hawai`i becoming an over-developed tourist Mecca are being advanced by diverse groups on all islands. Pro-sovereignty and cultural Hawaiian activists, Windward small farmers seeking to regain control of the Wai`ahole Ditch water, the Ahupua`a Action Alliance promoting environmental and traditional Hawaiian values, Kaneohe citizens pushing to design their own community in the Vision 2020 project, Maui Tomorrow ecological activists, solar energy and recycling project advocates, the Ke Ala Hoku Benchmarking project setting up quality-of-life indicators, and community-based economic development proponents, are among the many voices seeking to keep "Hawai`i Hawai`i." New political coalitions are emerging to challenge the status-quo orientation of present powerbrokers.

Class readings examine the political-economy and social forces that influence this mid-Pacific island society. We also consider "alternatives" and fundamental political changes that would bring about a Hawai`i that emphasizes:

action projects. Students are required to involve themselves with a specific group that is trying to change how things are being done today, through legislation, public demonstrations, community organizing, lobbying, etc. A final Project Report integrates these "field" experiences with course readings and analytical themes. (See below)

Political activists and commentators will be invited to the class throughout the semester to share their perspectives on Hawai`i's political process.

TEXTS: Tom Coffman, Catch A Wave: A Case Study Of Hawai`i's New Politics (buy xerox) Randell Roth (ed.) Price of Paradise-II Ira Rohter, A Green Hawai`i: Sourcebook For Development Alternatives Noel Kent, Hawai`i: Islands Under the Influence Haunani Trask, From a Native Daughter: colonialism & sovereignty in Hawai`i. Osborn & Graeber, Re-Inventing Government.

1. do your reading assignments on-time and attend class regularly. This course is discussion-oriented. My opening commentaries are not reviews, but highlight certain themes in the week's readings. Often we will divide into small groups to discuss the assignments, and relate them to daily happenings in Hawai`i and our own lives. Since much of unique value happens in class, not obtainable from merely reading, both reading the assigned materials and regular class attendance is expected and required.

2. BIWEEKLY Think-about papers. Brief (2-3 page) reactions /reflections on the week's readings and how they relate to specific issues in the news, are due approximately every other week. I will handout analytical questions to guide your reading and reaction. These papers are due the day the material is discussed in class. They are to be posted by E-Mail to all class members 24 hours before class. E-mail discussions are encouraged.

3. action project & reports. Each student will follow closely some facet of the political process unfolding this semester. This is done by working with an interest group or grassroot organization (of your choice) as it wrestles with some contentious political issue. They could be seeking to influence the Legislature, administrators, the Honolulu Council, the Board of Education, their own community, etc., by mobilizing demonstrations, lobbying, etc. Groups that come to mind include: the Anti-legalizing gambling coalition, environmental activists, Protect the Constitution (gay rights), Hawaiian rights groups, the anti-HECO powerline people, Waiahole water activists, the Clean Money campaign spending reformers, legalizing hemp, recycling advocates, O`ahu's Community Visioning taskforces, Waimanalo Citizens for a Healthy Future fighting the Unsyn waste plant, etc. Select a group that is compatible with your values.

Analytical Emphasis. The Project report needs to be embedded in an analytical framework. That means that it explores issues and employs concepts raised in course readings and class discussions, supplemented with additional research as needed. Topics the paper might address include:

Two interim reports, and a final paper, will be handed in to me to document your observations and analytical reflections. Brief Updates on your group and its activities will be posted on E-Mail at least once every two weeks. E-mail discussions and comments are encouraged.

4. the writing intensive requirement. My emphasis as "editor" will primarily focus on the clarity of your analyses. We are reading materials that must be integrated and synthesized. Important materials MUST be incorporated. Your Project Report must be carefully outlined, drafted, revised and edited. An outline allows your paper to flow logically from one section to another. A rough draft then fills out the outline; finally, revise and edit your final version. Use TOPIC HEADINGS to inform the reader of each segment's major point [like magazines do, for example]. The two Interim Reports give you an opportunity to refine and improve your analysis.

The biweekly papers need not be so labored over. I do however expect clear writing, not a hurriedly thrown-together couple of pages written a few minutes before class. I comment profusely on grammar, style and tightness, which I expect you to take to heart in subsequent work. Poorly written papers are handed-back for a "rewrite."

5. GRADES. The "C" and "B" grades are given for (1) completing in a satisfactory or above average manner the biweekly reflection papers, project reports, and final paper, and (2) regular class attendance and participation. 20% of the grade is based on the quality of the writing.

The "A" grade is awarded for extra-ordinary involvement in the course, over and above what is called for in the preceding paragraph. This extra commitment is demonstrated through making special efforts in written assignments, class and E-Mail discussions, or working with your action group. Show that you are seriously grappling with the materials and their implications, and share this exploration with others in the daily life of the classroom.