A Conversation with Joel Truesdell: Hawaiian Culture-Based Educator & Advocate
Joel Truesdell is the Former Hawaiian Culture Based Chemistry Teacher at Kamehameha Schools in Hawaii and Chair of the 2025 Native American Advocacy Institute (NASAI) National Advisory Committee
Introduction
Joel is a retired educator whose unique approach to teaching seamlessly weaves Hawaiian culture and place-based inquiry into the study of science. Having taught at Kamehameha Schools in Hawaii, Joel has influenced countless students and educators through his culturally enriched pedagogy. Now retired, he remains deeply involved in the educational community, presenting at conferences and advising others. In this interview, Joel reflects on his journey, his passion for teaching, and his ongoing efforts to inspire a new generation of educators.
Q: Can you share your journey and key contributions to education? What got you to where you are today?
Joel: My journey began in 1966 with Dorothy Mt. Pleasant Crouse’s (of the Tuscarora Nation) culture-based, land-based, inquiry-driven class. It was engaging, fun, and encouraged critical and creative thinking—lessons I remember vividly to this day. At the end of the year, she told me I could achieve anything, which was a pivotal moment in my life.
Though I was an average student from 6th to 12th grade, I excelled in science in college, eventually pursuing advanced degrees. While working on a PhD, I discovered my love for teaching while running labs and teaching classes. However, financial constraints led me to become a substitute teacher at Kamehameha Schools. It was there I realized my passion for integrating Hawaiian culture into education and helping students succeed. This passion guided me to leave my PhD program and dedicate my life to teaching.
Q: How has your experience been as an educator in retirement? How do you balance rest with staying involved?
Joel: My wife, Elizabeth, and I don’t really rest; we have transitioned into new roles. In Native communities, elders play a critical part in teaching the youth and helping parents become better educators. Inspired by my grandmother and Mrs. Crouse, I believe in continuing to pass on wisdom to younger generations.
In retirement, I’ve had more time to help teachers and administrators through one-on-one sessions, presentations, and conferences. Teaching impacts one student at a time but helping teachers can amplify that impact to thousands of students. Every effort matters.
Q: As you look back on your teaching career, can you share some of your proudest accomplishments?
Joel: My proudest moments are when former students return to share their successes and achievements. These moments far outweigh any awards I’ve received, which I see as reflections of the power of teaching through Native culture.
I take pride in developing a barrier free, culture and place based, inquiry driven classroom where all students are successful as they develop critical and creative thinking skills in a healing environment. Being able to share this model with other teachers and with administrators makes me proud.
I’m also proud of the summer programs I developed. At Kamehameha, students explored Hawaiian medicinal plants with elders and conducted lab tests on their bioactive components. In a program for the Department of the Interior, Hopi and Navajo students explored ecosystems in the Grand Canyon area and presented their findings on climate change. Both programs were transformational for students and educators alike.
Q: What inspired you to pursue a career dedicated to students and learning?
Joel: While teaching college chemistry, I found great satisfaction in helping students excel in STEM fields. My students often outperformed those taught by traditional methods.
When the department head at the University of Hawaii challenged my teaching approach, I proposed swapping tests with another professor. My students excelled on both exams, proving the effectiveness of my methods. Though I enjoyed teaching college students, I found working with high school students even more fun and rewarding.
Q: We know you are a very active presenter and participant in education conferences. What are you currently working on?
Joel: I’m preparing for NASAI, where I’ll focus on the process of creating detailed culture-based lesson and unit plans that participants can adapt to their classrooms. I’ll refine this approach for upcoming conferences, including the World Indigenous Peoples Conference on Education in Auckland next year. My goal is to remove barriers to implementing culture-based lesson plans.
Q: Is there a particular issue within education that you feel deserves more attention or discussion?
Joel: Effective teaching is about the method, not just the content. Educators must engage students as active, investigative learners, helping them develop critical and creative thinking skills. And educators must create a positive, fun, and healing classroom.
With the rise of AI, there’s a risk of losing these skills. I advise teachers to ban cell phones and computers during class to encourage independent thinking. Students need to learn problem solving without relying on technology—it’s essential for all aspects of life.
Q: This month is Native American Heritage Month. What does this month mean to you?
Joel: It’s an opportunity to showcase pride in our identity, lifestyle, and contributions to the nation. While tribal communities celebrate their heritage year-round, this month allows us to highlight it to others. It’s a time to gather, present who we are, and emphasize our importance.
Q: As Chair of the National Advisory Committee, what is your hope for the 2025 NASAI and beyond?
Joel: We design programs to cater to everyone, from K-12 to post-secondary educators, administrators, and cultural practitioners. My hope is that attendees benefit not just from the presentations but also from the meaningful one-on-one conversations that foster professional learning communities.
Q: What drives your commitment to this conference?
Joel: My commitment stems from my passion for helping students and teachers achieve excellence. I enjoy the planning, execution, and camaraderie with like-minded individuals on the committee.
Q: If you were speaking to someone considering attending NASAI for the first time, what would you tell them?
Joel: I’d emphasize that the conference covers everything from K-12 to post-secondary education, offering valuable sessions and plenaries. Its manageable size allows for excellent one-on-one interactions, making it a great place to network and collaborate. Attendees leave with valuable insights to bring back to their communities.
Q: On a lighter note, could you share a hobby or interest outside of your work in education that brings you joy or relaxation?
Joel: I enjoy woodworking, especially with Hawaii’s endemic Acacia Koa wood. At Kamehameha, I led a reforestation project, planting native trees and plants, which deepened my connection to the land. Woodworking provides a creative outlet and the satisfaction of seeing tangible results—something that teaching, with its longer-term impacts, doesn’t always offer.
Joel Truesdell’s lifelong dedication to education continues to inspire. Whether through his culture-based teaching, conference presentations, or woodworking projects, Joel’s passion for learning and growth leaves a lasting impact.