Building Bridges for Student Success

Engaging Kodiak's Students and Communities Through Place-Based Educational Practices

Chapter III - Place-based Education in Action

Historically, the educational system has contributed to the identity loss of indigenous cultures through its beliefs and instructional practices. Like many small towns and villages in Alaska, Kodiak struggles in restoring respect between the schools and the indigenous people of our island communities. We know we need to improve communication and foster the role that families can play in the education of their children. In an effort to do just that, we must gather our community, pull up our sleeves and begin our work to improve our educational system to better reflect the lives of our children. The responsibility belongs to everyone: students, teachers and other school personnel, Elders, and community members with and without children. The School District must build partnerships with corporations, tribal councils, and other stakeholders. As a community we must come to the realization that we have what it takes to determine what is best for our children and provide it! No longer do we need to send our children away for a better life. As Oscar Kawagely once said in a meeting, "We need to redefine education. We must be able to live a life that feels just right" (1999).

The following activities are examples of projects that were either started under the direction from the Alaska Rural Systemic Initiative, or gained fuel for their fire from the same. Either way, they are examples of how place-based education can be implemented for the benefit of all children in the Kodiak Island region. These examples can be adapted to any location where living well in a particular place in the world is valued by its educational system and its inhabitants.

Project Title/Description

Academy of Elders Bridging Science Camp- an academically challenging and culturally enriching experience for students, teachers, community members and Elders. There is no set agenda for this camp. The Elders, the weather, the cooks and the combination of people who are attending determine the daily schedules and activities. Though one of the goals is for each student to leave with a fairly solid science project design, or even a completed project, time is always given for swimming, taking banya, eating well, going for walks, subsisting, storytelling and singing. Breakfast, lunch and dinner are the only "timed" events, occurring at 8:00 a.m., 12 noon and 5:00 p.m.

The student projects range from building and using deadfall traps to practicing knots. Often times a student comes to camp with an idea and immediately changes it or adapts it so that they can partner with someone who has a similar interest. This is encouraged. But follow through is also encouraged. All students are expected to enter their completed project in the regional rural science fair that takes place during the fall.

Summer is a busy for a number of organizations targeting students. It is to everyone's advantage that cooperation and communication among organizations persists. Other models of camps in the Kodiak area include:

1. Kodiak Area Native Association's spirit camp- a five-day camp held in a remote setting on or near traditional use areas. Children, ages 10-18 gather with KANA personnel, project/ subject specialists, counselors, younger culture bearers to learn subsistence hunting and fishing skills, ecology, safe and healthy recreational activities, arts and crafts, kayaking, etc.

2. Kodiak Area Native Association's family camp- same as the Spirit camp but invites families with children. Parenting skills and recreational activities are the focus during this week.

3. Elder's Camp- designed and implemented by the Native Village of Afognak as a part of their data recovery project reclaiming the history of the old village site. Elders from around the region are gathered to contribute to the documentation of stories, the history, ethno-botony, endocrinology, geology, and archeology of the Afognak area.

4. Dance camp- designed and hosted by the Native Village of Afognak. This camp seeks to re-establish the skills and knowledge necessary to continue traditional singing and dancing as well as prompt new dances and songs.

Partners

Alaska Rural Systemic Initiative- provided continual funding throughout the five years of their project to initiative the development of this model in the Kodiak region. AKRSI continues to support the Academy of Elder/Science Camp through their extensive communication/outreach of the Alaska Native Knowledge Network.

Kodiak Island Borough School District- through a memorandum of agreement with the AKRSI, KIBSD funded the development of this on going activity. KIBSD continues to support the camp through their Alutiiq Studies Coordinator who also serves as the Camp Coordinator. The District handles the majority of the budget and coordinating activities for the camp.

Afognak Native Corporation- provided initial consultation and guidance in the development of this camp model in the Kodiak region. ANC continues to work closely in the development and continuation of the camp.

Kodiak Area Native Association- through a memorandum of agreement with AKRSI, KANA has supported the development of the Academy of Elders/Science Camp, providing transportation for their membership in the outlying villages and for an assistant to the coordinator. KANA continues to support the camp development by seeking grants for future funding.

Native Village of Afognak- this tribal organization has partnered with the KJBSD to contract facilities, staffing, and transportation for the camp. NVA has also been active to seek grants and other funding to see the continuation of this camp model.

Goals

1. Acknowledge the Alutiiq Elders as the first teachers of their culture
2. Learn first hand from Native Elders and community members with hands on projects relative to rural survival/lifestyles and Native ingenuity
3. Learn more about the rich history of our island communities and explore the culture of the Alutiiq people, past and present
4. Bring together Elders and teachers outside of the formal school setting
5. Give participants the opportunity to live with and learn from people of another culture
6. Develop curriculum resources that integrate indigenous knowledge in the current curriculum that can be used in classrooms across the district at all levels
7. Orient new teachers to the cultural and environmental uniqueness of our island community
8. Stimulate interest in Math, Science and Engineering fields among Alaska Native students
9. Increase student's confidence and knowledge in math, science and technology
10. Incorporate Native values and perspectives with western math, science and technology
11. Encourage parents to support the academic pursuits of their children
12. Integrate academic learning with cultural enrichment
13. Acknowledge that our Native people have skills and knowledge that contribute to teaching others how to live well in our place in the world

Setting

The camp has taken place every summer since 1997 in a remote setting on Afognak Island, just north of Kodiak Island. It is only accessible by boat or floatplane. Katenai is an old village site that was once inhabited by some of the ancestors of the Old Afognak village. There is a long history of human habitation there as archaeologists have discovered through recent digs.

There are no phones, no televisions or other amenities of town. A generator provides some electrical power on a part time basis. Though running water is provided in the kitchen facilities for drinking and cooking, a banya (traditional steam bath) is used for daily washing. Outhouses take the place of water toilets. Housing is made up of two large weather port tents with the women and girls in one, while the men and boys occupy the other. Camp staff has their own sleeping tents. One large tent is used as a "lab" tent for visiting scientists and group discussions, while another tent is provided as the kitchen and dining area. The woods, the beach, and the ocean become the classroom. Some activities can be done inside the tents if the weather is not conducive to the projects at hand.

Participants/Roles

The primary focus of this camp is intended for, but not limited to, Alaska Native students, Elders, teachers and community members currently living among the Kodiak archipelago with an interest in Alutiiq Native culture, language and ways of knowing, as well as science, math, and/or technology. All participants are expected to come as contributing members of our community, ready and willing to learn from each other, especially from our Native Elders. The main criteria is that all participants, whether they are a scientist, teacher, or student, come as guests to the camp, ready and willing to learn from the first people of this land. All interested community members are encouraged to attend as space allows.

Elders- Having the participation of Alutiiq Elders is key in setting the stage for what will happen during the week long camp. Some Elders come prepared with a project or skill they will share with other participants, while others simply make themselves available to help in any way they can with subsisting, language use, story telling, or helping to keep students on track. Elders are the "encyclopedias" as students research culturally and environmentally relevant topics.

Camp Staff- The staff is hired by and paid through the Native Village of Afognak Tribe. It is made up of a manager and an assistant, a camp intern, and a cook and cook's helper. This staff is responsible for maintaining the facilities, establishing boundaries for participants, and securing the camp area from dangers.

Community members- All community members are encouraged to attend and learn from each other and are expected to contribute in some way, whether it is in maintaining the camp, monitoring the children, looking after the Elders, or sharing a particular skill. Some community members and guests may include, but are not limited to:

1. an artist who comes prepared to teach a skill
2. a guest from another cultural region who attends through a cultural exchange
3. a scientist who has a skill in teaching western science skills through hands on, traditional activities
4. a counselor who is able to conduct talking circles
5. a language specialist
6. a dancer

Teachers- Volunteer community members who work in a field of science or education attend camp as the advisors of students. They assist students in developing science projects that are based on traditional Native knowledge. They help students to recognize the western science components that are embedded in traditional ways of doing things. The teachers are role models for students and encourage a safe and healthy recreational and academic lifestyle. Teachers who are new to our region are especially encouraged to attend.

Students- The camp is open to all grade level students. Students entering grades K-3 may be considered if a participating adult family member accompanies them. Each student is expected to come prepared to research a particular interest, subject, or "big question" that they have regarding anything that is culturally and/or environmentally relevant to the Kodiak region.

Coordinators- Two coordinators, one from the school district and one from the
Kodiak Area Native Association work together with the Native Village of
Afognak to ensure participation. Both work closely together to monitor the needs
of all participants, particularly the Elders and the students, track student
progress, and provide opportunities to engage all participants in activities.

Contacts/Further Information

Native Village of Afognak

Alisha DeGuzman, Administrator
P0 Box 968
Kodiak, Alaska 99615
Phone (907) 486-6357
Email alisha@afognak.com

Kodiak Area Native Association

Margie Bezona, Education Department
3449 E Rezanof Drive
Kodiak, Alaska 99615
Phone (907) 486-9800

Kodiak Island Borough School District

Teri Schneider, Alutiiq Studies Coordinator
722 Mill Bay Road
Kodiak, Alaska 99615
Phone (907)486-9276
Email tschneider@kodiak.k12.ak.us

Henley, T. (1989). Rediscovery: Ancient pathways, new directions. Canada: Lone
Pine Publishing.

Cornell, J. (1998). Sharing nature with children. Nevada City: Dawn Publications.

Kawagley, A. O. (1995). A Yupiag worldview: A pathway to ecology and spirit. Prospect Heights: Waveland Press, Inc.

Kawagley, A. O. (March/April 2000). Identity creating camps m Sharing Our Pathways. Fairbanks: ANKN.

On the Web
www.ankn.uaf.edu

Project Title/Description

Kodiak Area Rural Science Fair- This is an annual event designed as a follow up to the Academy of Elders/Science Camp that is held during the previous summer. Students, K-12, from each of our outlying communities, as well as the town of Kodiak, gather to share their place based relevant scientific research that reflects and celebrates the value of our local Alutiiq heritage and the unique environment of Kodiak. Students must show that they have gathered! learned information about their topic from hands on experiences, local Elders and community members, as well as understanding Western science concepts.

All projects begin with a "big question." As the student explores a topic the teacher and! or adult mentor encourages them to begin with what they already know about a topic. From there local resources are used, as well as outside sources. It is hoped that the child will start with local knowledge or a traditional way of doing something and explore the science concepts that are embedded in the activity.

Not only do students sharpen their science process skills; they also have the opportunity to demonstrate their formal presentation skills while sharing some of their personal experiences and/or culture heritage through projects that are culturally and environmentally relevant to our island communities. Judges include both Western scientists, who look for the application of the scientific method, and also Elders who judge each project based on the values of the Kodiak Alutiiq community. The scores from each team are then blended together for a final score. Awards are given for the strongest overall score, as well as for projects that are strongest in each category. Judges and coordinators may design special awards. Fairs are held at the community, regional, state and national levels. Teams are encouraged to enter projects as well as individuals.

Partners

Alaska Rural Systemic Initiative- provided funding for three years to initiate and develop this science fair design in the Alutiiq region. AKRSI continues to support it through their website and extensive communication/outreach of the Alaska Native Knowledge Network.

Kodiak Island Borough School District- through a memorandum of agreement with the AKRSI, KJBSD funds the science fair and provides organization, communication and development through the Alutiiq Studies Office.

Host community- the participation of the host community is vital as they provide housing, cooking, and entertainment for guests. The tribal council, village corporation, Advisory School Board and the Indian Education Parent Committee, and the school staff have all played an important role in previous host communities.

Goals

1. Acknowledge the Alutiiq Elders as the first teachers of their culture
2. Learn first hand from Native Elders and community members with hands on projects relative to rural survival/lifestyles and Native ingenuity
3. Learn more about the rich history of our island communities and explore the culture of the Alutiiq people, past and present
4. Bring together Elders and community members with the science community
5. Give participants the opportunity to live with and learn from people of another culture
6. Develop curriculum resources that integrate indigenous knowledge in the current curriculum that can be used in classrooms across the district at all levels
7. Orient new teachers to the cultural and environmental uniqueness of our island community
8. Stimulate interest in Math, Science and Engineering fields among Alaska Native students
9. Increase student's confidence and knowledge in math, science and technology
10. Incorporate Native values and perspectives with western math, science and technology
11. Encourage parents to support the academic pursuits of their children
12. Integrate academic learning with cultural enrichment
13. Acknowledges that our Native people have skills and knowledge that contribute to teaching others how to live well in our place in the world

Setting

The Kodiak Area Regional science fair is held in one of the village sites of the Kodiak Island Borough School District Students and their chaperones travel to the site for a three-day event that includes cultural activities and academic enriching activities in the fields of math, science and technology. This event is often held in conjunction with a sporting event.

Participants/Roles

The primary focus of this event is intended for, but not limited to, Alaska Native students, Elders, teachers and community members currently living among the Kodiak archipelago with an interest in Alutiiq Native culture, language and ways of knowing, as well as science, math, and/or technology. All interested community members are encouraged to attend.

Elders- a team of 3-5 Elders judges each project on its relevancy to the culture and! or environment of our region. For the Elders each student must show how the project applies to life on our islands in the past, present or future. This team of judges may have members who attended the science camp and are trained in the use of the scoring guide.

Western Science judges- a team of judges with a background in math, science, and/or technology scores each project for its Western scientific merit.

Community members- may serve as mentors for the students throughout the development of their project.

Teachers- guides students in achieving academic excellence throughout the development of the project and presentation. The teacher is key in validating the science that can be seen through Native Ways of Knowing and in connecting the project to the school curriculum.

Students- K-12 grade students may participate. Teams of up to three may work together as well as individuals. Each student is expected to be able to speak to the project while answering questions from the judges.

Coordinators- a coordinator is essential in the planning of this event, as it requires flights, food, housing and other accommodations for approximately 60+ visitors in a village.

Host community- the host community may offer housing options in homes or lodges, especially for the Elders and other special guests. A potluck has been used as a way to invite the community to come and see the projects and the students in action, as well as an awards ceremony in the end. Tours of the community hosted by locals has served as a great tool for students and guests to see the village beyond the school house doors. The Advisory School Board, the IEA Parent Committee, the Tribal Council, and the Village Corporations are encouraged to play various roles at various levels to support this event.

Contacts/Further Information

Cajete, C. A. (1999). Igniting the sparkle: An indigenous science education model. Skyand: Kivaki Press.

Dick, A. (1999). Village science. Fairbanks: Alaska Native Knowledge Network.

Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights: Waveland Press, Inc.

(See project examples in appendix of this document)

On the Web
www.ankn.uaf.edu

Project Title/Description

Kodiak Archipelago Youth Area Watch- The purpose of this project is to engage students in hand-on, relevant, scientific study of their environment while contributing to the body of scientific knowledge pertaining to our region. Student's efforts are focused on data collection for scientists working in our region who are learning more about such real life challenges as paralytic shellfish poisoning, declining harbor seal populations, and environmental changes. The students and the scientists exchange information and complete presentations to the surrounding communities as well as the greater scientific community.

Students are expected to interview local Elders and knowledgeable community members with regards to historical information and observations. KAYAW seeks to bridge the gap between Western scientific approaches and traditional ecological knowledge by acknowledging the value of both and utilizing both approaches to gather information for relevant and timely questions about our environment.

Projects currently under investigation by KAYAW participants include:

1. PSP Field testing kit- students test shellfish harvests from their community to provide data for testing the validity of the newly developed test kit
2. Harbor Seal Biosampling- students will work with local harvesters to biosample harbor seals caught for subsistence purposes
3. Water monitoring
4. Recording Marine Mammal sightings

Partners

Kodiak Island Borough School District- contracts with CRRC to implement the objectives of the KAYAW.

Chugach Regional Resources Commission- developed original proposal to begin the project in Kodiak. Currently, CRRC has extended a contract to the District to support the budgetary and travel needs of KAYAW.

Exxon Valdez Oil Spill Trustee Council- provides funding directly to CRRC to complete the objectives of KAYAW.

Fisheries Industrial Technology Center- provides staff as the advisory science committee for the development of the KAYAW in our region.

Goals

1. Assist in the restoration of the oil spill area through the collection and requisite samples and data for principal investigators of research projects.
2. Bring together Elders and scientists outside of the formal lab setting
3. Give participants the opportunity to learn from people of another culture
4. Encourage youth, primarily Alaska Natives, to participate in the sciences and pursue careers in the science field.
5. Increase student's confidence and knowledge in math, science and technology through hands-on, relevant experiences.
6. Incorporate Native values and perspectives with western math, science and
   technology
7. Encourage parents to support the academic pursuits of their children
8. Integrate academic learning with cultural enrichment
9. Assist the Trustee Council in their mission to inform and involve the public regarding the restoration program.
10. Acknowledges that our Native people have skills and knowledge that contribute to teaching others how to live well in our place in the world

Setting

KAYAW currently takes place in the community sites of Akhiok, Larsen Bay, Ouzinikie, Old Harbor and Kodiak. The voice of Tribal Councils and local Elders is actively sought in the development of this project, the research, and the curriculum. Training in the utilization of Traditional Ecological Knowledge is a must for all participants. Strict guidelines will be used in the sharing of Native Knowledge as provided by the Alaska Federation of Natives (see ANKN website).

Participants/Roles

Elders- Information regarding traditional use areas, harvest calendar; subsistence techniques is gathered by the students from local Elders. Their Native Ways of Knowing is integrated into student reports that contribute to the body of scientific/ecological information of the area.

Site Coordinators/Teachers- a site coordinator/teacher is recruited by the program coordinator. This person monitors student progress and facilitates activities at the community level.

Students- middle and high school students are selected through an application process depending on their scholastic skills, interest in science, and ability to commit to the project. The target group is Alaska Native students, but is not limited in any way.

Project Coordinator- one coordinator has been responsible for acting as a liaison between the site coordinators, tribal councils, scientists, and the funding agencies. The coordinator arranges for training opportunities in the use of the science tools as well as training and exposure in the use of traditional ecological knowledge.

Scientists- there are a number of scientists involved in the KAYAW. One is established as the primary contact for each of the current projects, but a team of scientists based in Kodiak provides direction and act as an advisory council to the Project Coordinator.

Contacts/Further Information

Kodiak Island Borough School District

Kodiak Archipelago's Youth Area Watch
Teri Schneider, Coordinator
722 Mill Bay Road
Kodiak, Alaska 99615
Phone (907) 486-9276
Email tschneider@kodiak.k12.ak.us

Chugach School District

Youth Area Watch
Jennifer Childress
Jennifer Childress and Joshua Hall, Co-coordinators
Email jenc@micronet.net
Email jhall@micronet.net

On the Web

www.ankn.uaf.edu
www.rnxcronet.net / users /~yawl
www.globe.gov /
www.oilspiil.state.ak.us/

Project Title/Description

Development of culturally and environmentally relevant curriculum -Each one of the units is designed to meet Alaska State Content standards as well as the Standards for Culturally Responsive Schools. While each unit contains a rigorous academic study, each one also carefully blends Elder's perspectives, Native ways of knowing, traditional stories, and local applications for the information learned. Native educator organizations throughout the state are developing curriculum that relates to their specific cultural region. School districts and corporations publish some. Others are distributed by individuals, while many units are posted on websites designed to share such material. The units that have been developed include:

1. Driftwood of Kodiak- (easily adapted for use K-12) This unit takes the student on a journey to discover where driftwood comes from and how it was used by the Indigenous people of the region and how the Alutiiq people use it today. A study of ocean currents, tides, and traditional use areas take students to the beaches and integrates the use of charts and maps.
2. Edible/Medicinal Plants of Kodiak Island- (elementary) Spring and fall harvests of edible plants for personal use is the focus of this unit, with an emphasis on outdoor survival and healthy eating habits.
3. Wiinaq: The Sea Lion- (middle/high school) From hosting a panel discussion surrounding the topic of "sea lion" to dissecting one, students are engaged in hands on activities related to the study of habitat and behaviors of this animal.

The Native Educators of the Alutiiq Region will continue the development of locally relevant curriculum, aligning for use throughout the District curriculum. The following is a list of possible topics for future units of study:

Partners

Alaska Rural Systemic Initiative- provided initial funding through a memorandum of agreement with the Kodiak Island Borough School District for the development of culturally relevant curriculum materials.

Alaska Native Knowledge Network- provides continuous support for the development of culturally relevant curriculum and acts as a vehicle to distribute and share such materials on their website and for publication.

Kodiak Island Borough School District- provides funding through a memorandum of agreement with the AKRSI to coordinate teacher's efforts and support them with substitute and travel funds to meet with other teachers throughout the state and receive training on developing and aligning curriculum.

Native Corporations- have provided some funding to provide Elders with stipends for their work and travel funds to attend work sessions to contribute their expertise.

Local Tribal Councils- have provided culturally relevant and accurate information.

Alutiiq Museum- has provided facilities, assistance, and access to their material.

Goals

1. Acknowledge the Alutiiq Elders as the first teachers of their culture
2. Provide relevant and accurate subject matter to teachers new to the region.
3. Learn more about the rich history of our island communities and explore the culture of the Alutiiq people, past and present
4. Develop curriculum resources that integrate indigenous knowledge in the current curriculum that can be used in classrooms across the district at all levels
5. Incorporate Native values and perspectives with traditional western subject matter
6. Integrate academic learning with cultural enrichment
7. Acknowledges that our Native people have skills and knowledge that contribute to teaching others how to live well in our place in the world

Setting

Curriculum development often takes place in other than the school setting. Some curriculum is developed, in part, in the field where a student study may actually take place. It may mean that the teacher experiences the subject matter before they formalize it into a written unit.

Participants/Roles

Typically a team is made up of at least an Elder, a communitv member, and a teacher.

Elders- Elders are the primary source of information for researching culturally and environmentally relevant topics and teacher acts as the intermediary between the information that is shared and the formal written form. In many units, Elders assess students through their observations and interactions with individuals.

Community members- individuals who are seen as younger culture bearers and knowledge experts play an important role in the development of curriculum that integrates Native Ways of Knowing.

Teachers- members of the Native Educators of the Alutiiq Region are the target group for this kind of curriculum, but all teachers are welcome to participate and contribute to the effort of making what and how we teach relevant to who and where we teach.

Students- it is always a good idea to have a student representative throughout the curriculum development process. Middle and High School students may have an interest in sharing the kinds of activities and assessments that might appeal to and be effective for their peer group. Individuals who have a desire to teach in the future may have much to offer this effort as well.

Contacts/Further Information

Native Village of Afognak

Alisha DeGuzman, Administrator
P0 Box 968
Kodiak, Alaska 99615
Phone (907) 486-6357
Email alisha@afognak.com

Chugachmiut

Helen Morris
4201 Tudor Center Drive
Anchorage, Alaska 99501
Phone (907) 562-4155
Email helen@chugachmiut.com

Native Educators of the Alutiiq Region

Vicki Woodward, Chairperson
POBox 311
Kodiak, Alaska 99615
vwoodward@kodiak.k12.ak.us

Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights: Waveland Press, Inc.

Scollon, R. & Scollon, S. (1986) The Axe handle academy: A Proposal for a bioregional, thematic humanities education. Juneau: Sealaska Heritage Foundation.

On the Web
www.ankn.uaf.edu

Project Title/Description

The Kodiak Archipelago Sugcestun Apprenticeship Project -has been initiated to revitalize the use of the Alutiiq language in the Kodiak region. It is the hope of the organizers that with what we know about language acquisition, we can produce and support fluent Alutiiq speakers. This project is based on the following beliefs:

1. The Alutiiq language is vital if we are to understand and share our ancestor's observations of this land, sea, and animals. This information is very important as we experience today's changes in the environment.
2. Though Alutiiq is not a global language, it is one of the world's languages.
3. Alutiiq is the language of our Elders and best expresses the values and
   knowledge of our people.
4. Many of our children live the repercussions of the loss of our language even though it may not be their first spoken language.
5. Alutiiq is the language that best describes this place in the world.
6. Loss of language may adversely affect a person's sell esteem, educational success in a formal setting, and success in the use of other languages, including English
7. The time is now to formalize our efforts to immerse our children in Alutiiq language and culture.

Partners

Native Educators of the Alutiiq Region- this group is committed to the revitalization and use of the indigenous language of the Alutiiq/Sugpiaq region. NEAR provides support for this effort at the grass roots levels, providing communication and support through the AKRSI initiatives among its membership.

Kodiak Area Native Association- the Community Health Department of KANA has provided support for this project by providing communication directly to their Community Health Representatives in each of the Kodiak villages. KANA staff has presented the proposal to their Board of Directors for further monetary and staff support.

Native Village of Afognak- the administration of NVA developed the brochure of the language project and continues to seek funding for the project.

Goals

1. 1. The development of young, fluent speakers of Sugestun. who are capable and committed to implementing a revitalization effort through language nests or preschool language immersion.

Setting

Utilizing a language acquisition method called Total Physical Response Learning, a Sugcestun mentor will meet with an apprentice on a one-to-one basis to talk about tangible, applicable life situations and engage in hands-on projects together through total Sugcestun language immersion. This is done at least once weekly with phone calls or shorter visits in between longer sessions. It is done in a location agreeable to both parties and in places that encourage the natural use of the language. In order to prepare the mentors and apprentices for this commitment, they must begin with a comprehensive training seminar to learn about TPR, methodology, and to establish clear guidelines and build relationships that will continue throughout the project. Individuals will also receive some basic Sugcestun lessons to provide guidance for their future work.

Participants/Roles

Sugcestun mentors- Sugcestun speakers willing to share their knowledge and contribute to the survival of our ancestral language are key to this project

Language students- individuals who are willing to learn the language and teach others once fluent

Teachers- members of the Native Educators of the Alutiiq Region are the target group for this work, but all are welcome to participate and contribute to this effort.

Contacts/Further Information

Native Village of Afognak

Alisha DeGuzman, Administrator
P0 Box 968
Kodiak, Alaska 99615
Phone (907) 486-6357
Email alisha@afognak.com

Native Educators of the Alutiiq Region

Vicki Woodward, Chairperson
P0 Box 311
Kodiak, Alaska 99615
vwoodward@kodiak.k12.ak.us

Kodiak Area Native Association

Gwen Kwachka
3449 Rezanof Drive
Kodiak, Alaska 99615
Phone (907) 486-9840
Email gsargent@kodiak.alaska.iha.gov

Chugachmiut

Helen Morris
4201 Tudor Center Drive
Anchorage, Alaska 99501
Phone (907) 562-4155
Email helen@chugachmiut.com

A Proposal to Preserve the Alutiiq Language of the Kodiak Archipelago. Presented to KANA Board of Directors, Spring 2000.

Pestrikoff, O. (Nov/Dec 1999). Kodiak Island's Alutiiq Language Regeneration Project in Sharing Our Pathways. Fairbanks: Alaska Native Knowledge Network, University of Alaska Fairbanks.

On the Web
www.ankn.uaf.edu

Project Title/Description

The Native Educators of the Alutiiq Region- this is a formally organized group of professional educators, teacher aides, Elders and other community members who are dedicated to the purpose of strengthening the link between formal education, cultural awareness of our indigenous people, and our islands' communities. This organization provides leadership and direction for the development of culture-based curriculum and place-based education for the Native and Rural Education programs throughout the region. A continual focus for this group is supporting each other and giving assurance that their intuitive teaching of such curriculum is correct. It is their belief that Elders, other community members, and the environment provide an endless source of place based curriculum and ideas that allow learning and teaching to come alive and provide for life long learning and skills. The Alutiiq/Sugpiaq region, rich with natural resources, skillful people full of creativity, ingenuity, and indigenous knowledge provide an abundance of untapped resources that will enrich the lives of all children in our schools.

Partners

Alaska Rural Systemic Initiative- provided continual funding throughout the five years of their project to initiate the organization's development. AKRSI continues to support NEAR through their website and extensive communication/outreach of the Alaska Native Knowledge Network.

Kodiak Island Borough School District- through a memorandum of agreement with the AKRSI, KIBSD funded the development of this organization and their participation in curriculum development activities and training. KIBSD continues to support NEAR through their Alutiiq Studies Coordinator who acts as their administrator.

Goals

1. Promote Elders as the first teachers of their Native Culture
2. Promote the revitalization, use and maintenance of the Alutiiq language
3. Bring together Alutiiq people within our cultural region, and statewide, to develop curriculum and promote high quality programs for our students that reflect the history, values and culture of our people
   1. Develop and distribute a yearly agenda, schedule of meetings and gatherings for full membership participation
   2. Develop a network of Elders, teachers, paraprofessionals, parents, Tribal Councils, Village and Regional Corporations, and community members to support each other's efforts in accomplishing our goals
4. Promote the hiring of qualified Native Educators throughout our region, and to provide a support system for Native individuals seeking certification
   1. Identify and communicate with young teachers and potential educators to familiarize them with the Association
5. Develop culturally and environmentally relevant curriculum that illustrates the changing dynamics of the Alutiiq culture from distant time into the future
   1. Complete and publish curriculum units, emphasizing Native Ways of Knowing and the Alutiiq culture and heritage
   2. Update curriculum and materials as necessary
6. Support student and educator participation in activities, such as AFN, Native Youth Olympics, Leadership conferences, Native education conferences as well as local village, Tribal and Regional meetings and celebrations
7. Cooperate and coordinate efforts across the region with educational agencies, as well as Native corporations, tribal councils, heritage and educational foundations in an effort to better serve our students and communities as well as the educators working within the school system
   1. Advise our village and regional corporations, Tribal Councils, and Foundations with regards to the educational needs of our people and our communities
8. Promote Native knowledge and Native ways of teaching as a way to validate the Elder's. teaching style and seek to include more of their knowledge in the curriculum
   1. Support the Academy of Elders and the camps and activities in which they participate
9. Develop a budget and secure funding to support our goals, purposes, and objectives/projects
10. Raise awareness among community members and teachers of the variety of learning styles related to one's cultural identity and promote effective approaches and materials to meet each child's needs.

Participants/Roles

1. Alaska Natives* certified in the field of education
2. Alaska Natives who have a degree in other areas and are supportive of the goals of NEAR and are involved in the field of education
3. Alaska Natives who are supportive of the goals of NEAR
4. Non-Natives who are supportive of the goals of NEAR

*Alaska Native refers to those individuals who are indigenous to the region of Alaska, and are tribally enrolled.

Membership is extended to Elders who are supportive of the goals of NEAR. A minimum of three Elders, who make up the executive board of the Kodiak Elder's Council, must sit on the Board of NEAR. Each member will receive one vote and is eligible to run for a seat on the board. The Board of Directors is elected by membership at large during the annual fall meeting and consists of seven (7) members, the majority of which shall be Alaska Native as defined above.

Contacts/Further Information

Native Educators of the Alutiiq Region

Vicki Woodward, Chairperson
Teri Schneider, Administrator P0 Box 311
Kodiak, Alaska 99615
vwoodward@kodiak.k12.ak.us
tschneider@kodiak.k12.ak.us
Phone (907) 486-9276

On the Web
www.ankn.uaf.edu

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