NOTE: Issues range from 1996–2006. Contact information in earlier issues could be outdated. For current information, please contact the Alaska Native Knowledge Network, 907-474-1902.
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An Alliance Between Humans and Creatures, Part II by Oscar Kawagley:The Alaska Native needed to take lives of animals to live. To give honor, respect, dignity and reciprocation to the animals whose lives were taken, the Native people conceived and put into practice many rituals and ceremonies to communicate with the animal and spiritual beings. These are corroborated through the Alaska Native mythology which are "manifestations of fundamental organizing principles that exist within the cosmos, affecting all our lives" (Grof, 1993). It behooves the Alaska Native person to leave something behind, such as a piece of dry fish when getting mouse food from the tundra. The mouse food is gathered in the early fall so that the mouse and its family will have an opportunity to collect more food for the winter. The seal when caught is given a drink of water so that its spirit will not be thirsty when it travels to the animal spiritual kingdom. This is done to show respect to the animal for having shared and given its life to the hunter. Medicinal plants are gathered respectfully knowing full well their power to heal and recognizing that they were given freely by Nature, thus requiring that we share these freely. The Alaska Native person is aware that if we do not use these gifts of Nature regularly, mindfully and respectfully, they will begin to diminish through disuse or misuse. The essential elements of earth, air, water, fire and spirit must always be in balance, as each has an important niche to play in the ecological system. With this concept in mind, we must carefully examine the lifestyles and technology that is extant in this world. Our lifestyles have become materialistic and we are given to technological devices and gadgets galore that are not always geared to sustainability. Our modern cities with their complex network of buildings, transportation structures, communications systems, and commodity distribution centers are often disjointed and given to fragmentation. Likewise, the studies of natural resources are often approached in a fragmentary way, where an expert in harbor seals may not know what the expert in herring fish has discovered in the same ecosystem. Such research has the effect of objectifying the species studied, often for commercial purposes, and contributes little to sustaining Mother Earth. However, in the Western world of science and technology there also exists many alternative approaches that are nature-friendly and sustainable. They await the time when the global societies evolve from consumerism and materialism to an orientation toward conservation and regeneration. Perhaps, now might be a proper time to begin to use the traditional ecological knowledge of indigenous people as a "strange attractor" that can serve as a catalyst to bring meaning and understanding to the mountains of data on phenomena across a vast spectrum of possible knowledge. We need to pay heed to the warnings and recognize the consequences of the over-manipulation of Nature: wonder drugs of a generation ago are producing new resistant forms of bacteria; our aseptic hospitals are generating iatrogenic diseases; we are losing agricultural lands at a terrific pace; deforestation is accelerating; and global warming is a fact of life today. I, as a Yupiaq, taught in a traditional and Western way, worry about my seven, grandchildren and the legacy that I will leave behind for them. Will they be able to enjoy the biological diversity and freedom that I had growing up in a traditional Yupiaq household and village? Will they experience starvation and want because the carrying capacity of the lands has been atrociously outpaced? This behooves all of us to rethink whether our objectification and commodification of natural resources has led to the verge of catastrophe. We must strive to have the various ways of teaching and learning converge to give new direction for living, regeneration, cooperation and sharing, and thus forging a new pathway to a vision of life, liberty and the pursuit of happiness. Thank you. | |
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An Interview with Elder Lydia George:They call us Raven Beaver Clan of Angoon. Deishitaan from Deishu Hit. The crest we carried with us was the Raven. I was told, back in time, that the beaver led our family into Angoon so we started using the beaver crest also. I started working with the elderly people during the land claims suit as an interpreter and translator. I worked with many clan leaders to help document their land use and campsites. They told me the names and stories about all these places. I was the only English-speaking young person who was willing to do this for them. Later my husband, Jimmy George Sr., was nominated as president of the Tlingit and Haida Council; then I was elected to the Central Council by the people. I learned to write Tlingit from Connie Naish and Gillian Story when they were staying with us, so that came in handy when I did the original BIA enrollment from Angoon. When I did the enrollment for T & H, I finally began to get paid for my work. The Forest Service hired me to put an information office together for them and that was the first time I put the Tlingit names next to English names on a map. At that time I also did research on the Angoon Clan Houses (also documenting the older community houses that were destroyed in the 1882 Navy bombardment.) That gave me the background (training) to work with JOM. I worked for them twenty years teaching cultural arts in school. That is why the governor gave me the Arts Award. I was trained in California to write grants as a Vista Volunteer and that helped to further document the Angoon cultural history and arts. I am very happy to be here at Fish Camp this summer. I'm so thankful that I listened to my Elders because whoever has a project, they come to me for advice, and I can tell them what I have learned from my Elders. Over the years my whole family has gotten into documenting traditional knowledge. My husband bought a reel-to-reel and began recording memorial parties and ceremonies; now my son, Jimmy Jr., is transferring it to CD-ROM. He's doing it on his own with no help. The cultural atlas work I've done with Tom Thornton and the university will now be available for teachers to use in schools. It is important for our children to learn their history. It's important for children to also learn traditional values at Fish Camp. It is the only place where most of them can learn to hear and speak Tlingit, learn independence, how to survive off the land and be safe in the wilderness. It's the only place today where a child is taught old-fashioned respect for nature and Elders. When the children heard the adventures of Kaax'achgook, they learned clues about the science of navigation by the sun, moon and stars. If this man had not studied he would not have made it back to Sitka. Now my granddaughter is studying the tide for her science project. She heard a story here at Fish Camp that made her want to study the tides. The Beaver Canoe, S'igeidi Yaakw, belonged to my Uncle Kaa Tlein. He was a young man and was out hunting when the U.S. Navy bombarded our village. They destroyed all the houses, the winter food and all the canoes were smashed. Only S'igeidi Yaakw was undamaged because it was gone. It was the only canoe left to feed the whole village that winter. Many years later the canoe was tied up on the beach where it would float part of the time. The people had begun to use the gravel on the beach that looked like marbles neex. They would put it in the smokehouses, around our houses and on the road. Soon there was none left on the beach so rocks began to stick up out of the sand. It only took a little breeze to move the boat, making it hit on that rock so that the bottom of the canoe badly cracked. The whole community was in sorrow and pain because of the history of the canoe when they discovered the crack. They had to hire the opposite clan to help put the canoe to rest. They burned the canoe up as if it was human and blew the ashes to the Four Corners of the world. The people realized that it was still important to find balance-you can't just take from the land. They should have scrapped the old gravel up and put it back on the beach. The tides would then take it, clean it and spread it out until the next time it was needed. My granddaughter understands from stories how important the tide is. I wish teachers today could use our stories to teach like we used to do. | |
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And the Beat Goes On . . . by Frank Hill:As we move into the second five years of the Alaska Rural Systemic Initiative (AKRSI), it is great to see our new partners take up the initiatives we have been developing and promoting the past six years, without missing a beat. The regional non-profits (Kawerak, AVCP, Tanana Chiefs and Central Council of Tlingit and Haida tribes) are well on their way toward becoming educational agents for positive change in their respective cultural regions. We are pleased, too, to see the initiatives continue to develop and broaden in the Alutiiq and Unangax regions. It was great to be a spectator in Kodiak during the "Awakening Bear" celebration this past spring, where nearly all of the regional agencies were participating in planning and demonstrating how their activities worked together. Some activities have become selfsustaining in their own right as well, like the Old Minto Camp. These are but a few of the examples available that demonstrate the continuing veracity of the AKRSI initiatives. We are thankful that the new AKRSI partners have stepped in and helped keep up the drumbeat for systemic change in rural Alaska's schools. | |
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ANEC 1997 Conference Update by Virginia Thomas:Those attending the conference had a great time sharing ideas, interacting with facilitators on educational issues and formulating education resolutions to be submitted to the Alaska Federation of Natives convention. The ANEC board of directors designed the 1997 conference to be informative and target areas such as Successful Parent Involvement, Alaska Native Issues, Future Alaska Native Teachers and Alaska Standards Forum. The forums targeted the issues that are facing us in the field of Native education both within Alaska as well as nationwide. The Alaska State Commissioner of Education, Dr. Shirley Holloway, was a guest speaker and held three discussion groups on the Alaska State Standards in Education. The ANEC participants were able to ask questions of the commissioner and provide an insight of their own personal views of the standards and how they affect the students in their villages. We were very grateful to the commissioner for taking time to meet with the ANEC members and explaining "How does the Alaska Education Standards Affect Alaska Natives?" During the conference Paul John, a traditional cultural specialist, gave the keynote address. He provided a much needed reminder of the importance of education from an elder's view point. He pointed out that an education is not to be taken lightly but to evolve from both books and life experiences. We would like to thank Mr. John for sharing a little of his life experiences with us. Also during the conference the ANEC membership developed and passed three resolutions that will be forwarded onto AFN for consideration during the AFN convention. Resolution 97-01 focuses on opposition to English-only legislation. Resolution 97-02 focuses on the State of Alaska's commitment to Native language preservation through educational programs. Resolution 97-03 focuses on the preparation of Alaska Native educators. The Alaska Native Education Council over the past year has been a strong and vocal advocate for improvement in Native education both within Alaska and on a national level. ANEC is the current advisory committee to the Alaska Regional Comprehensive Center. It assisted in planning and implementing the 1997 Alaska State Bilingual Conference; it assisted the Alaska State Department of Education in developing the Native Student Action Plan; participated in the third Annual International Mathematics and Science Study; has set up a network for information exchange with the National Indian Education Association, the Tribal Education Contractors Association, the National Johnson O'Malley Association and has recently been asked to act as the Native Education Advisory Committee for the Alaska State Department of Education. All of this work was accomplished because of the dedication, commitment and volunteer time of the ANEC board of directors. The 1997-98 ANEC board and alternates are as follows: Virginia Thomas, chair, Anchorage Bernadette Alvanna-Stimpfle, Nome Agnes Baptiste, Nome Emma Bodfish, Barrow Phyllis Carlson, Juneau Della Cheney, Sitka Rebecca Gallen, Northway Teresa Germain, Juneau Charles Kashatok, Bethel Susan Murphy, Bethel Shane McHale, Anchorage James Nageak, Barrow Luanne Pelagio, Anchorage Jennifer Romer, Bethel/Fairbanks Violet Sensmeier, Yakutat Patricia Shearer, Anchorage | |
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Angoon Elementary School by Mary J. Duncan:1. tléix 2. déix 3. násk 4. daax´oon 5. keijín 6. tleidooshu 7. dax. adooshu 8. nas´gadooshu 9. gooshuk 10. jinkaat The students write four addition and four subtraction problems. The number sentences will vary. Here are examples of the number sentences: tléix + déix = násk keijín - daax´oon = tleix gooshuk + tléix = jinkaat nas'gadooshu - tleidooshu = déix Once the students have their number sentences completed on paper then we will make a Tlingit Math Book. They write the number sentences and draw objects above each number, so that you can tell what the number is just by looking at the objects . This is one way to reinforce the language so that they hear it all the time. The finished product will be sent home so that the students can teach their relatives. | |
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ANKN Cultural Atlases by Sean Asiqluq Topkok:Occasionally people do not wish to share cultural knowledge outside the community. It is up to the community to decide what information to share. Since ANKN respects cultural and intellectual property rights, some of cultural atlases on the ANKN website are password-protected. Communities are encouraged to share how they are developing cultural atlases so that other indigenous people can adapt and apply them to their locale. | |
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ANKN Curriculum and Videos Now Available in CD and DVD format!:The Alaska Native Knowledge Network has been working on converting all our available VHS format videos to DVD Video. We have five ready and will continue to make others available as they come along. We are also pleased to offer our Village Science curriculum as an interactive CD. This CD is self-contained (needs no additional software to view) and works on both Windows and Mac platforms. There's even a test at the end of each chapter that students can take and be automatically scored on! The Village Science CD is free for educators; the DVD Videos are $3 each. For more information, contact the ANKN office at 907-474-5086. | |
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ANKN Curriculum Corner : | |
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ANKN Curriculum Corner by Ray Barnhardt:Translating Standards to Practice-Science Performance Standards and Assessments A comprehensive resource document prepared by science teachers from throughout the state under the guidance of Peggy Cowan and Cyndy Curran, for use by the Alaska Department of Education, the Alaska Science Consortium and all science teachers (now available on the ANKN web site at http://www.ankn.uaf.edu/translating). Handbook for Developing Culturally Responsive Science Curriculum A concise teachers guide developed by Sidney Stephens in conjunction with the Alaska Science Consortium to provide assistance to teachers in the development of locally- relevant science units (http://www.ankn.uaf.edu/handbook). Village Science and Village Math Two teacher handbooks prepared by Alan Dick offering an extensive compendium of ideas for ways in which to connect the teaching of basic science and math concepts as reflected in the state standards using examples immediately at hand in a village setting. The teacher and student guides for Village Science are available on the ANKN web site at http://www.ankn.uaf.edu/vscover.html. The Village Math resources are currently in draft form and can be viewed at www.ankn.uaf.edu/villagemath for pilot testing by interested teachers. Questions or suggestions for either of these resources should be directed to Alan at fnad@uaf.edu. ANSES Chapters/Camps/Fairs Handbook A series of resource documents to assist teachers and school districts in sponsoring K-12 chapters of the Alaska Native Science and Engineering Society, which in turn sponsor science camps and Native science fairs. These resources are available on the ANKN web site at http://www.ankn.uaf.edu/anses. Subsistence Curriculum CD-ROM This CD-ROM if filled with a collection of curriculum resources for all grade levels and cultural regions around the theme of "subsistence". It is available from ANKN for experimental use by teachers as well as to solicit additional resource materials that can be included. Contact Sean Topkok for further information on this item (fncst@uaf.edu) Soos Koyukon Curriculum Model A curriculum model and guide prepared by Virginia Ned based on the design of a traditional soos, a form of food cache used by Koyukon Athabascan people. Please contact Virginia at fndmd1@uaf.edu for further information on this useful curriculum framework. Snow Science A curriculum handbook prepared by the Denali Foundation outlining ways to integrate traditional knowledge and Western science around the theme of "snow". This resource is nearing completion and will be made available through ANKN. Alaska Native Games: A Resource Guide This is an extensive collection and description of the traditional games that are featured in the World Eskimo-Indian Olympics, the Native Youth Olympics and the Arctic Winter Games. Prepared by Roberta Tognetti-Stuff, this document will give you everything you need to know to integrate traditional games into your teaching. It can be downloaded from ANKN at http://www.ankn.uaf.edu/ nativegames. Alaska Clipart Collection A collection of Alaska-oriented clipart assembled by Alan Dick that can be used by students and teachers to liven up the documents they produce. The collection is available in an easy-to-download format at http://www.ankn.uaf.edu/clipart.html. | |
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ANKN Curriculum Corner by Ray Barnhardt:Gwich'in Native Elders: Not Just Knowledge, But a Way of Looking at the World A monograph by Shawn Wilson describing the role of Elders in shaping educational practices in a region, including drawing the distinction between an "Elder" and an elderly person. Tlingit Moon and Tides Curriculum Guide A set of standards-based curriculum units developed by Dolly Garza, drawing on both Tlingit and Western knowledge of the moon and tides. "Native Ways of Knowing" A section included in the Alaska Curriculum Frameworks document providing guidelines to school districts on the integration of indigenous knowledge in curriculum development (also published on CD-ROM by EED). A Point Hope Partnership With the Iñupiat Elders of Tikigaq An article by Steve Grubis and Connie Oomittuk that describes how the Tikigaq School in Point Hope established an Elders-in-Residence program and incorporated Elders into all educational activities. Handbook for Developing Culturally-Responsive Science Curriculum A concise teachers guide developed by Sidney Stephens which includes a section by Roby Littlefield on how to work with Elders (http://www.ankn.uaf.edu/handbook.pdf). Education Indigenous to Place: Western Science Meets Native Reality An article addressing some of the underlying themes associated with integrating Native ways of knowing into the education system. Working With Aboriginal Elders A "handbook for institution-based health care professionals based on the teachings of Aboriginal Elders and cultural teachers." Prepared by Jonathan H. Ellerby and available from the Native Studies Press, University of Manitoba, Winnipeg, Canada (204-474-9899, e-mail: jill_oakes@umanitoba.ca). Guidelines for Respecting Cultural Knowledge A set of guidelines that address issues of concern in the documentation, representation and utilization of traditional cultural knowledge as they relate to the role of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers and researchers. Old Minto Camp A 40-minute video of the cross-cultural orientation program weeklong camp experience for teachers associated with the "Native ways of knowing" initiative. Nutemllaput: Our Very Own A 40-minute video depicting ways in which Yup'ik language and culture are being incorporated in the schools in the Yup'ik region of the AKRSI. To Show What We Know A 40-minute video documenting the activities associated with ANSES science camps and Native science fairs. Passing On A 30-minute video documenting the role and contributions of Alaska Native Elders to the in- and out-of-school education of Alaska Native children. | |
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ANKN Curriculum Corner by Ray Barnhardt:The Plants of My People: The Iñupiaq of Golovin Bay -by Cheryl Ann Wood. http://www.ankn.uaf.edu/plantsofmypeople Medicinal Plants of the Kodiak Alutiiq Archipelago -by Rosa Wallace and Victoria Woodward (poster also available from ANKN) http://www.ankn.uaf.edu/Subsistence/medplants.html Narrative of Plants of Point Hope for ARCUS -by Sheila Gaquin and Jason Fantz. http://www.ankn.uaf.edu/plantnarr.html Nauriat Niginaqtuat: Plants That We Eat -by Anore Jones. Available from Maniilaq Association, Kotzebue Alaska's Wilderness Medicines: Healthful Plants of the Far North -by Eleanor G. Viereck. http://www.ankn.uaf.edu/viereck/index.html Edible Plants of Hooper Bay, Scammon Bay and Marshall -by Frank Keim and LYSD Students. http://www.ankn.uaf.edu/Marshall/edibleplants/index.html Tanaina Plantlore Dena'ina K'et'una: An Ethnobotany of the Dena'ina Indians of Southcentral Alaska -by Priscilla Russell Kari. Wild, Edible, and Poisonous Plants of Alaska -by the Cooperative Extension Service. Available from Alaska Cooperative Extension, UAF Unangam Hitnisangin/Unangam Hitnisangis/Aleut Plants: A Region-Based Plant Curriculum for grades 4-6 -by Unangan Educators with editorial support from Barbara Svarny Carlson and Paula Elmes. Forthcoming on the ANKN web site http://www.ankn.uaf.edu/unangam/ Guidelines for Respecting Cultural Knowledge -a set of guidelines that address issues of concern in the documentation, representation and utilization of traditional cultural knowledge. It is important to recognize the cultural and ethical precautions involved when working with Elders on subjects such as traditional knowledge regarding edible and medicinal uses of plants. http://www.ankn.uaf.edu/standards/culturaldoc.html We welcome submissions of curriculum resources and ideas that you think might be of interest to others, as well as descriptions of curriculum initiatives that are currently underway or for which you are seeking sites or teachers who are willing to pilot-test new materials. Information on obtaining the materials described in this column is available through the Alaska Native Knowledge Network at www.ankn.uaf.edu, fncst@uaf.edu or at (907) 474-5086. | |
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ANKN Curriculum Corner by Ray Barnhardt:Every community in Alaska contains a wealth of local knowledge about birds that can serve as a rich resource for curriculum ideas and the involvement of local people. In an effort to provide an example of the curricular possibilities in the study of bird traditions, the ANKN is in the final stages of publishing Bird Traditions of the Lime Village Area Dena'ina: Upper Stony River Ethno-Ornithology, by Priscilla N. Russell and George C. West. To illustrate the many enrichment opportunities that the single theme of "birds" can bring to a curriculum, here is the table of contents from this book: Contents (partial): Environment Environmental Communities Climate and Weather Seasonal Cycle Social Interaction Learning about Birds Sharing the Catch Harvesting Strategies The Harvesting of Birds The Harvesting of Eggs Composition of Hunting Parties Transportation Blinds Hunting Clothes Methods of Calling Birds Foods & Products Made from Birds Preparing and Preserving Birds for Food Use of Bird Skin in Clothing and Other Products Feather Technology Bird Bone Technology Medicinal Uses of Birds Taming & Training Birds How Tame Geese Saved the Lives of a Woman and Her Two Daughters Beliefs About Birds Communication with Birds Classification and illustration of over 150 bird species Lime Village student stories Dena'ina language bird list Teachers in all grade levels and subject areas will find ways to incorporate birds as a theme in their classes, though the kinds of birds available will vary with location and season. For further examples of student work around the topic of birds, check out the stories from Scammon Bay and Marshall on the ANKN web site at http://www.ankn.uaf.edu/Marshall/birds. The Dena'ina bird traditions publication is also being prepared for posting on the ANKN web site as a model and template for similar curricular resources to be developed by teachers and students in other regions of Alaska. We urge you to check out these resources and get your students involved in the excitement of learning from and documenting the world around them. We welcome submissions of curriculum resources and ideas that you think might be of interest to others, as well as descriptions of curriculum initiatives that are currently underway or for which you are seeking sites or teachers who are willing to pilot-test new materials. Information on obtaining copies of the materials described in this column is available through the Alaska Native Knowledge Network at www.ankn.uaf.edu, fndmd1@uaf.edu or at 907-474-5086. | |
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ANKN on the World Wide Web!:The Alaska Native Knowledge Network is happy to provide you with up-to-the-minute information on current projects, resources, and other information pertaining to the Alaska Rural Systemic Initiative. Just open up your Web browser and type in our URL (no spaces): http://zorba.uafadm.alaska.edu/ankn Take a peek and then share your ideas and opinions with us. You can respond directly from the page or send an e-mail to: fnpse@aurora.alaska.edu. Thank you! | |
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ANKN on the World Wide Web!:The Alaska Native Knowledge Network is happy to provide you with up-to-the-minute information on current projects, resources, and other information pertaining to the Alaska Rural Systemic Initiative. Just open up your Web browser and type in our URL: http://zorba.uafadm.alaska.edu/ankn. Take a peek and then share your ideas and opinions with us. You can respond directly from the page or send an e-mail to ffrjb@aurora.alaska.edu. Thank you! | |
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ANKN Website:The ANKN website continues to add new pages. Here are just a few: * The Phase II Cycle for Alaska Rural Systemic Initiative is available at: http://www.ankn.uaf.edu/phase2.html. * One of the new sections is the Handbook for Culturally Responsive Science Curriculum by Sidney Stephens: http://www.ankn.uaf.edu/handbook.html. This resource requires Adobe Acrobat Reader. * There is a link to a science unit entitled Dog Salmon by Joy Simon and Velma Schaefer: http://www.uaf.edu/aine/salmon%20web%20copy/index.html. * Another new link to a very useful resource is to the Nikaitchuat Ixisabviat Project. This is the Iñupiaq immersion project for preschoolers sponsored by Kotzebue IRA. The curriculum is available on the Alaska Native Curriculum and Teacher Development Project website: http://www.alaskool.org/native_ed/curriculum/OTZImmersion/PROJECTABST.html. All of these resources should be used for educational purposes only. Any information utilized should follow the Guidelines for Respecting Cultural Knowledge, which is available at: http://www.ankn.uaf.edu/standards/culturaldoc.html. | |
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ANKN Website by Sean Asiqluq Topkok:Recently added resources on the ANKN website include video and sound presentations, articles and publications, information on AISES science fairs and curriculum science units. They can be found at: http://www.ankn.uaf.edu/new.html Additional resources are available at: http://www.ankn.uaf.edu/rol.html The most recent addition to the resources online is Alaska Native Games: A Resource Guide by Roberta Tognetti-Stuff. Resources are available online for educational use only. There are APRN radio broadcasts are also available for educators: http://www.ankn.uaf.edu/sound/ Science curriculum units are also available online. These science units include applications to science, math and cultural standards. http://www.ankn.uaf.edu/units/ If there is anything in particular that you are looking for, but don't know where it is, you can always search the ANKN website at: http://www.ankn.uaf.edu/search.html If you have any questions or comments, feel free to contact me at 907-474-5897 or email: Sean.Topkok@uaf.edu. | |
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ANKN Website Update by Sean Asiqluq Topkok:There are some very popular items on the ANKN website, including: Marshall Cultural Atlas http://www.ankn.uaf.edu/Marshall/ ANKN Cultural Standards and Guidelines http://www.ankn.uaf.edu/Standards/ Village Science http://www.ankn.uaf.edu/VS/ Cultural Units http://www.ankn.uaf.edu/Units/ Sharing Our Pathways Newsletters http://www.ankn.uaf.edu/SOP/ Alaska Clipart Collection http://www.ankn.uaf.edu/clipart.html All of the resources on the ANKN website are equally helpful for educators, students and community members. We receive many publications produced by ANKN (http://www.ankn.uaf.edu/publications/). We also get some requests from individuals to name their dog or do their homework: “Please send me all your materials on Alaska Natives.” There is a website by Alaska Native Language Center just for dog names and I would feel more comfortable having students do their own research for their assignments. There is a search engine on virtually every page of the ANKN website so finding resources should be easily accessible. The ANKN directory, http://www.ankn.uaf.edu/directory.html, is another way of finding what is on the ANKN website. Paula Elmes and I are currently looking at how to better organize and present the site, so if you have any comments or suggestions, feel free to contact us anytime. We are directly accessible from the website (fncst@uaf.edu). | |
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ANKN Welcomes Indigenous : | |
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Annenberg Rural Challenge Award by Dorothy M. Larson:The Annenberg Foundation has funded over a dozen projects under the Rural Challenge with efforts to focus on implementing change in rural education. The Alaska Rural Challenge project will be funded over a four-year period which will coincide with the last four years of the Alaska RSI project that is funded for a five-year period. The first year for the Alaska RSI ends in November 1996. Drs. Oscar Kawagley and Ray Barnhardt of UAF and Dorothy M. Larson of AFN serve as co-directors of both projects. The Alaska RSI project focuses on science, math and technology while the Alaska Rural Challenge project will focus on the social studies and humanities aspects of educational change. The two projects will provide a holistic approach and strategy in reform efforts that are culturally appropriate and aligned. The projects are designed and implemented similarly in each of the cultural regions where they will work on the five initiatives-Oral Tradition as Education, Language/Cultural Immersion Camps, Alaska Native Claims Settlement Act and the Subsistence Economy, Living in Place, Reclaiming Tribal Histories as well as statewide initiatives which will focus on the Alaska Native Knowledge Network and Curriculum Unit. Kawagley, Barnhardt and Larson are very pleased to make this announcement and will provide a more in-depth description of the initiatives to be implemented in conjunction with the Alaska RSI project. | |
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Announcement:Previous issues of Sharing Our Pathways can be downloaded from our ANKN website: www.ankn.uaf.edu/SOP | |
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