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 Contact information in earlier issues could be outdated.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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VOLUME 1, ISSUE 4 |
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Iditarod Area School District Utilizes E-Mail by Bob Kuhn:Somewhere in the past few years, I began to see beyond the argument of, "where is the human factor in communicating." I have come to see that rather than decreasing this human factor, the use of e-mail in our district has brought our staff and students closer together. Being as large in area as our school district is, having the capability of communicating with peers 200 miles away has allowed staff members and students to work together as if they were in the same building. Staff and students alike are beginning to see that a district-wide e-mail system can enhance not only the instruction in the classroom, it can also help teachers in remote villages feel less isolated. The Iditarod Area School District has been using the software package QuickMail for about five years now. This is our choice but there are numerous others. We chose QuickMail for a number of reasons, not least of which is its very user friendly interface. Functions such as sending, receiving, and grouping e-mail messages and documents from one person anywhere in our district to anyone else within our district can be done with nothing more complicated than the click of a mouse. All teachers and office staff members have desktop access to QuickMail and we are in the process of giving this same access to our students. Staff members use QuickMail to share unit ideas, obtain information from the district office, locate materials that have moved around the district and just to keep in touch. The district office uses QuickMail to communicate with school office personnel. This allows for the easy transferal of attendance reports, food reports and all of the other bits of paperwork that flow within a school district. The most exciting use of a district e-mail system is the way it can be used by students. One student uses it to gather material from other students for the district newsletter she publishes. One teacher runs a math contest by sending math problems to students throughout the district and receives solutions via the same method. Students who have moved to another village in the district can keep in touch with friends on a regular basis. The uses are limited only by the imagination. It must be noted that there are drawbacks to a district e-mail system. First, is the expense. Our messages are transferred over long-distance phone lines, so there are those costs. We have our system set up to send messages at night to take advantage of the lower costs. Second, are the poor phone lines in rural Alaska. Due to lines and equipment that is antiquated, connections are sometimes lost. This can be very frustrating. These are the two major negatives that we have had to deal with. Electronic mail has changed the way we do business in the Iditarod Area School District. And it has been a change for the better. I can't imagine going to work one day and not having it. You might as well take away my blackboard. Setting this system up in your district is not difficult. All it takes is time, commitment, and someone with the minor skill and energy necessary to set it up. I would be happy to assist in anyway I can. Happy E-Mailing, Bob Kuhn Iditarod Area School District McGrath, AK 907-524-3232 ext. 240 rsrck@aurora.alaska.edu | |
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Inupiaq Regional Report by Elmer Jackson:Camp activities included preparing and setting a net for salmon, building fish racks and cutting and hanging fish to dry. Other activities included survival skills, gun safety, target practice, hiking, storytelling, games, berry picking and prevention activities. The students were also involved in day-to-day chores such as packing water, gathering wood and keeping the camp area clean. Moose hunting season is now open and the caribou are returning to the Kobuk area, so we went boating and hunting for game. The campers also had fun activities and were able to carve, draw and paint in their free time. The Kiana Traditional Council and the Kiana Elders Council thank the volunteers and workers for making the Inupiat Illitqusrait Summer Camp a success. Hopefully, we will have teachers, scientists and Alaska RSI people in future camping sessions. Hint, hint . . . . | |
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Mokakit to Host Native Education Research Conference by Ray Barnhardt:Mokakit is a Native-directed association of educators and researchers concerned with issues in Native education, first formed at the University of British Columbia in 1983 to foster the involvement of Native and First Nations people in all aspects of education and research. An Alaska Chapter of Mokakit was formed in 1996 with Oscar Kawagley serving as the chair. It will serve as the host for the 1997 Mokakit Conference. This will be the first time the conference will be held outside of Canada and we're expecting a lot of Canadian First Nations educators to attend. The purpose of the Mokakit Conference is to provide an opportunity for people engaged in educational research impacting Native people to come together and learn from each other's work, and to explore ways to strengthen the links between education and the cultural well-being of indigenous people. The Mokakit Conference will be held in conjunction with the annual Alaska Bilingual/Multicultural Education and Equity Conference (BMEEC) as co-hosts, with the last day of Mokakit overlapping with the BMEEC. The first two days of the Mokakit Conference will be organized into concurrent presentations and symposia to provide an opportunity for presenters to describe the work they are doing and identify issues of mutual concern. Anyone interested in contributing to the conference as a presenter is encouraged to submit a proposal to the address listed below. Special consideration will be given to research issues associated with the documentation of indigenous knowledge systems and the implications of indigenous knowledge, ways of knowing and world views of the way we do education. Research issues and symposia topics may include, but are not limited to the following: * Elders as the bearers of traditional knowledge and culture * Camp environments for cultural and spiritual learning * International Declaration of Indigenous People's Education Rights * Incorporation of traditional knowledge into educational practices * Indigenous and Western scientific traditions * Designing culturally appropriate curriculum * Indigenous leadership and resource development * Education for community and economic development and Native self-determination * Educational institutions as repositories and transmitters of culture * Revitalization of indigenous languages * Alternative approaches to standards for accreditation and qualifications * Governance, funding and management of indigenous institutions * Role of research in understanding cultural identity * Support services for Native and First Nations students * Indigenous teacher education programs and initiatives * Tribal colleges and indigenous higher education institutions * Culturally appropriate institutional environments and facilities In addition to the research presentations, various cultural events, displays and field trips will be available including an opportunity to visit Native education programs in the Anchorage area. All interested individuals, programs and institutions are invited to submit proposals for workshops, panels or speakers on any of the above topics, or others that may be appropriate for the theme of the conference. Sessions may be one and one-half or three hours in length. Proposals should include the title, length, names of presenters and a brief description of the topic. Workshop proposals should be submitted to the address below by December 15, 1996. Information For a registration packet and further information, contact Oscar Kawagley or Ray Barnhardt: Alaska Native Knowledge Network Harper Building University of Alaska P.O. Box 756730 Fairbanks, AK 99775 Phone: 907-474-5403 or 474-6431 Fax: 907-474-5451. E-mail: rfok@aurora.alaska.edu or ffrjb@aurora.alaska.edu. | |
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Science and Math Support Available from the SMCNWS by Stephanie Hoag:l. Identify, inventory and disseminate resources for science and math education. 2. Provide technical assistance and training in support of state and local initiatives (such as Alaska RSI!) for quality science and math content, curriculum improvement and teacher enhancement. As the Alaska state coordinator for the consortium, I am interested in finding ways to help the participants in the Alaska Rural Systemic Initiative meet their goals. Last spring, we gave travel grants to help educators participate in many training activities for rural, locally relevant science education. These included the Old Minto Camp, Project WILD, the 4-H Fisheries Project, and the Alaska Pacific University's summer science program for rural teachers. We are working on creating a mailing list to contact math and science educators directly about free and inexpensive classroom materials, training opportunities, grants available and many other resources. We'll use email as the primary means of disseminating information, but would like to encourage anyone interested to sign up-even if they don't use e-mail yet! To sign up for the mailing list, you may contact me using the information given below, or sign up via the World-Wide Web at http://www.col-ed.org. (Look for SMCNWS and "become a partner".) In addition to signing up to receive information, please contact me if you want to tell other educators about great math and science resources you have found. Another project underway is an inventory of all of the "informal" science and math education providers in Alaska. This includes museums, youth programs, government agencies, and other organizations that have science exhibits, hands-on kits to distribute, classroom materials, speakers and experts to talk to classes, math- and science-related activities for young people and other types of programs. We'll be distributing a directory later this year. Meanwhile, please feel free to contact me for information about informal science and math providers, or to tell me about any organizations or programs I might have missed! You may contact me by phone, fax, mail or e-mail as follows: Stephanie Hoag Alaska Coordinator, SMCNWS 119 Seward #4 Juneau, Alaska 99801 Phone: 907-463-4829 Fax: 907-463-3446 E-mail: shoag@ptialaska.net | |
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Southeast Regional Report by Andy Hope:The State Department of Education and the Alaska Science Consortium (ASC) sponsored a three-day workshop in late June to update the Tlingit Chapter for the ASC "Native Uses of the Seas and Rivers" handbook. The goal of the workshop was to draft a science unit based on Tlingit knowledge, addressing science standards (state and national) and using appropriate teaching and assessment strategies. Teachers from Sitka, Angoon and Kake participated. The revised chapter will be presented during a Native Science Curriculum workshop scheduled for October 2-3, 1996 in Sitka. Other workshop presentations will include a draft of Tlingit Math and Calendar Curriculum Guides. The workshop will be open to all teachers. Teachers from the Southeast MOA schools (Chatham and Sitka) are especially urged to attend. | |
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The (Coolangatta) Statement on Indigenous Rights in Education by Paul Mountain:The document was prepared by a task force who met in Coolangatta, New South Wales, Australia between September 24 and October 1, 1993. Their primary purpose at this meeting was to establish a document for discussion and refinement by all indigenous participants at the 1993 World Indigenous Peoples' Conference: Education that was held in Wollongong, NSW, Australia the following December. The task force which was established at that time believes that for all indigenous nations to be represented in an international instrument on indigenous peoples' education rights, time must be spent on debating the nature, purpose and contents of such an instrument. The statement lists several issues of indigenous peoples' rights to education. A fundamental statement is, number one, that indigenous people have the right to be indigenous; that includes the freedom to determine who is indigenous, what that means and how education relates to indigenous cultures. Another statement is that land gives life to language and culture. Feelings and thoughts of indigenous peoples toward the land forms the very basis of their cultural identity. The conclusion for the statement at this time is: We, the indigenous people of the world, assert our inherent right to self-determination in all matters. Self-determination is about making informed choices and decisions. It is about creating appropriate structures for the transmission of culture, knowledge and wisdom for the benefit of each of our respective cultures. Education for our communities and each individual is central to the preservation of our cultures and for the development of the skills and expertise we need in order to be a vital part of the twenty-first century. Paul Mountain and Bernice Joseph hosted a discussion of Alaska Native concerns for the international instrument during the Association of Interior Native Educators' Third Annual Conference on August 8 and 9, 1996 in Fairbanks, Alaska. There will also be a discussion on this at the Alaska Native Education Council Conference scheduled for October 14 and 15, 1996 in Anchorage, Alaska. Input from these and subsequent presentations will be presented to the general body of the World Indigenous Peoples' Conference: Education which will be held in Hawaii in 1999. It is our hope that this will ensure that Alaska has adequate representation in the drafting of this important international instrument. For further information contact Paul Mountain at (907) 279-2700 (w). | |
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UA Establishes Rural Educators Preparation Partnership:Cecilia Martz offers public testimony before the Rural Educators Preparation Partnership Panel in Anchorage February 9, 1996. Thelma Saunders listens in the background. At their June 1996 meeting the University of Alaska Board of Regents authorized establishment of the Rural Educators Preparation Center. UA President Jerome Komisar recommended this action following a year of work by the Rural Educators Preparation Partnership committee (REPP). Komisar announced formation of the REPP committee at the Association of Interior Native Educators 1995 conference, and asked the committee three questions: how to improve rural students' access to UA's teacher education programs, how to improve UA's in-service assistance to rural districts, and how UA should respond to the Alaska Department of Education Task Force on Certification as it considered alternative means of certification. He also asked for their ongoing oversight of UA's implementation of their recommendations, and the REPP meetings will continue next year. UAF Chancellor Joan Wadlow chairs the group of five UA and nine public representatives, four of which are Alaska Natives and most of whom have extensive experience with rural Alaska education. At monthly meetings between December, 1995 and the following May, the REPP soon identified the rural school child as the "client" for their discussions. In reaching the initial conclusions and recommendations, the REPP members used existing information and collected new ideas from a broad range of people involved in strengthening education. Reports on rural and Native education from state and national sources were examined as were recent reports from external evaluators and models of effective university-school partnerships elsewhere in the country. Based on these recommendations and on their belief that children learn best from teachers who reflect the students' culture and values, REPP clarified that increasing the number of outstanding administrators and teachers who are Alaska Native in the state's schools was their highest priority outcome. REPP discussions returned many times to several major values critical to student and teacher success. REPP members agreed that when incorporated into education programs, these values effectively promote relevance to communities and student success: * program administration must be modeled on partnering and shared governance; * communities are critical educational resources and must be involved in curriculum development and instruction and through the school boards, in-staff hiring; * Alaska's school curricula must include Native languages and culture; * pre-service and new educators require mentoring by outstanding, practicing professionals in many varied real-life field placements; * instruction must incorporate diverse learning styles as well as current and future educational technologies; and * high academic quality must be maintained to ensure teacher and student mastery of standards pertinent to program goals. The REPP committee discussed many other issues. Unlike the critical values listed above however, they did not particularly seek or achieve consensus on: * where or how programs should be delivered, as it depends on the student and community situation and the program content; * whether preparation for certification should be independent from earning academic degrees; and * how the University would draw on existing, system-wide resources to meet partnership commitments. Based on review of many letters, documents, verbal presentations and discussions-both formal and informal-with interested individuals and groups outside the REPP members, and on extensive discussion and documents drafts, the REPP recommended that UA establish a center for development of partnerships and innovative delivery of education programs incorporating REPP values. The center is associated with the UAF campus and the director reports to Chancellor Wadlow. Recruitment for the center director is in process. Success in the director's position requires understanding and commitment to REPP Center values and effective functioning in rural communities and in K-12 and higher education systems, as well as other attributes and skills. For further information about the REPP committee or a list of the members, please call Ann Secrest, office coordinator for Chancellor Wadlow at 474-7112, or April Crosby, assistant to President Komisar, at 474-5922. | |
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Village Science: Developing Science Curriculum by Alan Dick:1. Download. Get your information on paper. Let the ideas flow. Don't worry about sequence, spelling, art or any other distraction. Let the ideas flow. Jot ideas as they come-in the bath, early morning during a walk, etc. 2. Organize the information. Group facts under sensible headings. Put the information in a logical sequence. Adjust for the audience (Grades 1-3, 4-6, 7-8, HS.) It helps to have pictures of students in front of you as you write. Adjust for the educational objectives stated in the curriculum. 3. Insert the educational applications: science concepts, social studies activities, math problems, language arts activities, etc. 4. Develop student responses giving careful attention to the level of understanding of the audience. This consists of measuring the students' response to the materials and measuring the degree to which the educational objectives were met. 5. Edit again for content and formatting. Check spelling, context, flow of words and thoughts. At this point other people are very valuable. It is quite difficult, if not impossible, to edit your own work. Correct spelling and typos. 6. Identify yourself. True learning comes from relationship. With pictures of students in front of you, share those things about yourself that you would want to know about someone writing this text for you. 7. Arrange the above information. A suggested sequence is: A. Personal information about yourself B. Text C. Activities D. Student response (evaluation) | |
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World Indigenous Peoples Conference: Education by Moses L. Dirks:The theme of the conference was "The Answers Are Within Us.'' It was evident that answers could be found from the elders and young people that were in attendance. The conference was one of the most exciting and educational events that I have ever attended. It provided a week-long program of workshops, cultural events, displays and some opportunities to take organized excursions to various American Indian settings in the area. We also got to meet with various indigenous groups worldwide. Groups represented were Maori people from New Zealand, Aborigines from Australia, Native Hawaiians from Hawaii, American Indians and a fairly large Alaskan group. The workshops were very informative and there was a sharing of similar struggles we, as indigenous people, face as we live our lives in our communities. I was also intrigued by the fact that the problems faced by the other indigenous people were very similar and the frustrations that they face are being addressed in much the same ways. There is progress being made in leaps and bounds by the indigenous peoples of the world in the areas of elementary, secondary and postsecondary education. The respective groups were presenting positive things about indigenous peoples getting more opportunities in schools. Indigenous ecological knowledge is not only being used more and more by the indigenous people but it is being used to teach other indigenous people also. Indigenous materials and historical texts are also being implemented in the curriculum. Alaska was represented well. Participating in the cultural events that WIPC:E sponsored were Tlingit, Aleut, Inupiat, Athabascan and Yup'ik people. We all had good fun and just being with all the people who were there was exciting. Gifts were also shared by the people who attended. The Alaska Rural Systemic Initiative had its own booth and made a presentation. Many thanks go to Dorothy M. Larson, Ray Barnhardt, Oscar Kawagley, John Pingayak, Bernie Alvanna-Stimple, Paul Mountain, Bernice Tetpon and Lolly Carpluk for helping man the booth. At the booth we provided information on the Alaska RSI program and sold quite a few of Oscar's books. Whenever you get a chance to attend a World Indigenous Peoples Conference on Education, I would highly recommend it. | |
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Yup'ik/Cup'ik Regional Report by Barbara Liu:Four Native professionals are implementing activities in their areas that are directly or indirectly related to the Alaska RSI. Cecilia Martz, a Cup'ik associate professor at Kuskokwim campus, is interviewing elders and plans to go statewide with an audioconference course called "Yup'ik/Cup'ik Practices in Philosophy and Religion" (ANS 275, fall semester). This class fulfills the multicultural requirement for new teachers. Another class Professor Martz will offer is on "Alaska Native Language and Culture" (ANS 320, spring semester) using television and audio conference to present this course. Students can enroll where there are transponders for Live Net such as LKSD, LYSD, Yupiit and Bristol Bay. She is also doing cross-cultural communication workshops and inservices throughout the school year. Esther Ilutsik, of Bristol Bay Campus/Ciulistet Research Group Curriculum Project oversees the agreement with BBC and plans to host a fall meeting to demonstrate the process of collecting indigenous knowledge from elders. The Ciulistet Research Group has developed a method of collecting indigenous knowledge that has been very effective. The group is composed of elders, teachers and university professionals, sometimes including students within each of the village sites they work with. The group meets two times during the school year consulting with elders on specific topics, including evaluation, integration and method. The Ciulistet Research Group shared this process of collecting indigenous knowledge in conjunction with the LKSD 5th Annual Bilingual Education conference titled "Yup'ik World View II" from March 6-8, 1996 in Bethel. Their afternoon presentation provided a mini-version of their usual three-day, two-night intensive meeting. The Ciulistet Research Group presenters were elders Henry Alakayak, Sr. and Anuska Nanalook of Manuquutaq, Lena Ilutsik and Adam Caiggluk of Alaqnaqiq, Mary K. Active of Tuyuryaq, two certified teachers Sassa Peterson and Ina White both of Dillingham City Schools, bilingual specialist Evelyn Yanez of Southwest City Schools, teacher trainer Esther Ilutsik of Bristol Bay Campus/Ciulistet Research Group Curriculum Project and Dr. Jerry Lipka, Associate Professor with University of Alaska. The fall meeting, in conjunction with their MOA, will be held in Dillingham. The focus will be on training and sharing different kinds of teaching methodology with certified Native teachers. The Ciulistet team will look at a plan for integrating different units they've developed within the past five years into the classroom. Frank Hill, first and only Native superintendent of our vast region, will oversee the MOA for Lake and Peninsula School District with assistance from Greg Anelon. This district serves fifteen schools and the three Alaska Native cultural groups-Yup'ik, Athabascan and Aleut-that border within their geographic location. Superintendent Hill designated Greg Anelon, a certified Native teacher, to assist in documenting Yupiaq Ways of Knowing as well as identifying other certified teachers who can do the job. He is especially interested in the Ciulistet process after a year and a half of developing long range plans for the district in which there is an emphasis on incorporating a strong cultural strand into their curriculum. The MOA will enhance their mission and although somewhat behind in getting started they are committed to being involved. Charles Kashatok with Lower Kuskokwim School District administered part of the memorandum of agreement funds involving the Ciulistet Research Group Curriculum Project at LKSD's 5th Annual Native Educators Bilingual conference, which he also coordinates. Charles faxed invitations to other district schools with Yup'ik/Cup'ik bilingual staff to attend the conference offering to reimburse travel, lodging and registration cost. Representatives of school personnel from Bering Straits, LYSD, Yupiit and Iditarod participated, along with a troop from LKSD. The presenting team of elders and teachers from the Bristol Bay area conducted their five-hour workshop in Yup'ik. "Yup'ik Ways of Knowing" is our region's initiative this year so congratulations to all our four leaders in carrying out this challenging responsibility. Quyana! In closing, I have the privilege to answer to a teasing cousin who happens to be one of the leaders who knows what I'm going to say next because I talk so slow in Yup'ik. Well, part of my ancestors are "Cup'ik" from Qissunamiullret (old village near Chevak) and "Yup'ik" from Kayalivigmiullret (old village near Newtok) and Qinarmiullret (old village near Tuntutuliak). Tua-llu, Cup'ik and Yup'ik are modern terms for the original people and language of the Yukon, Kuskokwim and Nushagak Delta with a few coastal villages (Hooper Bay, Chevak and Mekoryuk) speaking the Cup'ik dialect and all others are Yup'ik dialect. Tua-i-ngunrituq! Barbara Liu | |
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VOLUME 1, ISSUE 5 |
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A Challenge for Rural Education in Alaska by Ray Barnhardt:The Alaska Rural Challenge initiatives will be coupled with the Alaska Rural Systemic initiatives to provide a comprehensive approach to educational reform that incorporates the holistic and integrated nature of indigenous knowledge systems, ways of knowing and world views. In addition to fostering closer linkages between school and community, the combined initiatives will also foster cross-curricular integration of subject matter. Following is a list of the ARC initiatives, the activities associated with each and the cultural region in which each one will be implemented in 1997: Oral Tradition as Education (Southeast region) * Foxfire/Camai oral history projects * Project Jukebox CD-ROMs * Family histories (genealogy) Language/Cultural Immersion Camps (Yup'ik region) * Camp environments (learning in context) * Language nests (Te Kohanga Reo) * Talking circles/Native values ANCSA and the Subsistence Economy (Inupiaq region) * Subsistence way of life * ANCSA and the cash economy * Soft technology Living in Place (Athabascan region) * Sense of place (cultural geography) * It takes a whole village to raise a child * Urban survival school/exchanges Reclaiming Tribal Histories (Aleut/Alutiiq region) * Tribal chronicles * Alaska Native Reawakening Project * Leadership development (youth/elders) In addition to the regional initiatives outlined above, the Alaska Rural Challenge will also implement an indigenous curriculum support unit associated with the Alaska Native Knowledge Network (ANKN). This unit will assist rural communities and school districts in the development of indigenous curriculum resources and Frameworks for their schools. These activities will be supported by the development of a cultural atlas for each region, as well as the posting of curriculum resources and links on the ANKN world wide web site (http://zorba.uafadm.alaska.edu/ankn). All of the above will be guided by an indigenous curriculum working group, which will be made up of representatives from each of the cultural regions. As we have begun to document the cultural resources that are already available to support a curriculum grounded in the indigenous knowledge systems of Alaska, we are finding many excellent localized models already developed and in use. It is our intent to help draw these resources together and build on them, so that changes that are instituted as a result of the Alaska RSI and ARC are initiated from within rural schools and communities, rather than imposed from outside. We invite anyone who has developed or knows of cultural resources that might contribute to this effort to get in touch with any of the staff listed in this newsletter, such information can be shared with others who might find it helpful. We hope this will be a collaborative effort involving all interested parties. It is our intent to help draw these resources together and build on them, so that changes that are instituted as a result of the Alaska RSI and ARC are initiated from within rural schools and communities, rather than imposed from outside. | |
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AISES Corner by Claudette Bradley-Kawagley:October 10, 1996 was the birth of the Arctic Region AISES Professional Chapter. The members are educators in the Nome Public Schools, Northwest Arctic Borough School District, Bering Straits School District and North Slope Borough School District. They plan to meet monthly by audioconference. They will share plans for AISES precollege activities in the four arctic regions village schools. Debra Webber-Werle was voted president. Debra is a kindergarten and first grade teacher in Noatak. She received a special National Science Foundation grant to build science activities for students and interface activities with the community of Noatak. Congratulations Debra! We have confidence that you will be an excellent president. Members of UAF AISES Chapter continue their fundraising efforts to send students to the AISES National Conference in Salt Lake City, Utah, November 14-17. The chapter is sending five students and three additional students are being funded by the Institute of Marine Science. The UAF AISES Chapter will host the Region I AISES College Chapter Conference in Fairbanks March 6-8. The conference will feature speakers, workshops, a career fair and a high school session. High school students from Fairbanks and rural villages will be invited. School districts in the Interior have invited Claudette Bradley-Kawagley to present and discuss AISES and AISES precollege chapter/clubs with teachers in village schools. Claudette has presented at the Yukon Flats Teacher in-service, Fairbanks North Star Borough School District's Alaska Native Education Home-School Coordinators meeting and plans have been made to discuss AISES precollege chapter/clubs with teachers and students in the Yukon-Koyukuk School District. There is a lot of enthusiasm in rural Alaska for establishing AISES precollege chapters in village schools. Keep informed by continuing to read "AISES Corner" in each issue of Sharing Our Pathways. | |
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Alaska RSI Regional Contacts:Amy Van Hatten Athabascan Regional Coordinator University of Alaska Fairbanks Alaska RSI/ANKN PO Box 756730 Fairbanks, Alaska 99775-6730 (907) 474-5086 e-mail: fyav@aurora.alaska.edu Andy Hope Southeast Regional Coordinator University of Alaska Southeast School of Business/PR 11120 Glacier Highway Juneau, Alaska 99801 (907) 465-6362 e-mail: fnah@aurora.alaska.edu Elmer Jackson Inupiaq Regional Coordinator PO Box 134 Kiana, Alaska 99749 e-mail: fnej@aurora.alaska.edu Moses Dirks Aleutians Regional Coordinator Alaska Federation of Natives 1577 * Street, Suite 201 Anchorage, Alaska 99501 (907) 274-3611 e-mail: fhmd@aurora.alaska.edu Barbara Liu Yup'ik Regional Coordinator Box 2262 Bethel, Alaska 99559 (907) 543-3457 e-mail: fnbl@aurora.alaska.edu | |
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Aleut Regional Report by Moses L. Dirks:The activities in the Aleut Region have been very hectic this fall. The last two months required setting up elders' council meetings in two locations-one in Kodiak and one at Unalaska. The reason for this was to accommodate the cultural and linguistic differences that exist among the Alutiiq and Aleut people. On September 5 & 6, the elders from Kodiak and the surrounding villages of Akhiok, Larsen Bay, Old Harbor, Port Lions and Ouzinkie met for two days in Kodiak. The meeting arrangements were made by the Kodiak Area Native Association and it was held in their new offices. Thanks to executive director Kelly Simeonoff, education director Connie Hogue and the newly hired graduate assistant Sabrina Sutton for helping arrange the meeting. The purpose of the meeting was to introduce the Alaska Rural Systemic Initiative and to get input from the elders on topics they thought would be of interest to their children or their grandchildren. This meeting focused on getting direction from the elders about topics on Native ways of knowing. There has been some documentation of Native ways of knowing but very little has been done to integrate that into the curriculum. Bill Schneider and Kathy Turco from the Oral History Department of the University of Alaska Fairbanks were instrumental in recording the discussions of the Kodiak elders on tape. The guidelines for research were discussed with the elders so that they had some ideas on how the materials would be used. Concerns were expressed by the elders about past experiences with the knowledge that was used by researchers and scientists-mostly without their involvement. Some assurances were given to the elders by Bill Schneider that the use of this information would be subject to the approval of the sources. Bill stressed to the Kodiak elders that once the recordings are documented they will become part of the public record and will be housed at the University of Alaska Fairbanks Oral History Department at the Fairbanks campus. The purpose of the Alaska RSI is to bridge indigenous and Western knowledge while making both user friendly to classrooms. This has not been done on a full scale at the schools, so it is going to be interesting. With the help of our elders we will have a chance to implement valuable information that will be used in schools. During the course of the meeting, the Kodiak elders talked about the following categories: weather predictions, building and materials, Native food (how they were prepared and preserved in the past) and Alutiiq medicinal plants. Time for discussions was limited so not all topic areas were discussed in great length. The Kodiak meeting went quite well and information was gathered to begin documenting the initiative. The Aleutian elders met at Unalaska September 12-17 in conjunction with the rededication of the Holy Ascension Church of Unalaska. This event was the Second Annual Aleut Elders Council meeting held in the Aleutians. It was sponsored by the Aleutian/Pribilof Islands Association and the city of Unalaska. Since elders were in Unalaska for the Annual Elders Conference, we also wanted to meet with our Elders' council. The Aleut Elders Council for the Alaska RSI met for the first time. The villages represented were Atka, Nikolski, Unalaska, Akutan, King Cove, Sand Point and Pribilofs. The meeting took place at the Grand Aleutian Hotel in Dutch Harbor. Moses, Amy, and Barbara at this fall's 46th Annual Arctic Science Conference. PHOTO BY LOLLY CARPLUK Alaska RSI co-directors Oscar Kawagley and Ray Barnhardt gave presentations on the project and answered questions. Co-director Oscar Kawagley told a traditional story about how the crane got its blue eyes. He then applied that to indigenous science. With his expertise and understanding of the indigenous cultures, he helped the elders in understanding what the program was about. Co-director Ray Barnhardt gave an overhead presentation on the different initiatives that were going on statewide and outlined to the elders and the audience what the Aleut Region initiative was for the first year. He then went over the plan for the next four years. Annenberg Rural Challenge was also introduced to the elders. This is a newly funded program which rounds off the Alaska RSI project. The Alaska RSI project focuses on the science and math areas. The Annenberg Rural Challenge will be focusing on the social studies and language arts areas (see "A Challenge for Rural Education in Alaska" in this newsletter.) During the meeting with the elders, the following topics were discussed: navigation, food preservation and preparation, survival and weather prediction in the Aleutians. We would like to thank Ray Hudson, a former teacher and historian, for helping out with the discussions and Barbara Svarny Carlson and Susie Golodoff for the recording of the meeting and assisting in the compilation of existing materials once direction was given by the Aleut Elders Council. Kathy Turko did the recording of the sessions. It was a good turnout for the initial meeting. The elders met and were successful in setting the goals of the first year of the Aleut Region Initiative. If you want to make comments about the project or if you have questions, please don't hesitate to call me at (907) 274-3611 or write to me at the address listed in the newsletter. | |
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Athabascan Regional Report by Amy Van Hatten:I would like to acknowledge, with appreciation, the Athabascan people and colleagues from the Interior for their kindness and unselfishness in spending quality time with me this past summer in cultural camps. The pride and self-confidence they displayed has influenced and encouraged me to continue striving on their behalf and to be a catalyst between the expertise of Alaska Native elders and the educational institutions. Through diligent work throughout the Interior, numerous cultural camps were implemented this past spring and summer with an emphasis on living with the land, animals and a diverse group of people. Plans are to continue the camps as annual events. The primary objective of this initiative was to enable teachers, students, administrators, parents and elders to establish a vehicle for integrating Alaska Native elders' expertise and knowledge into the educational and scientific programs in the region. While respecting our elders' wisdom and life experiences, we must be willing to accept their advice on to how to deal with learning, listening, life in the old ways and, in general, with today's problems. Many of the cultural activities the elders demonstrated were hands on and they gave personal attention to our new skills as we practiced in front of them, giving a new meaning to "hand-made". They shared their methods and unique way of improvising with what nature has provided for centuries in regards to their available tools, materials, ways of prolonging energy levels, gathering from the land, story telling and unspoken Native spirituality and harmony, just to name a few. We must pay attention to the protection of cultural and intellectual property rights of Alaska Native people as they make their traditional knowledge available to others. Traditionally, a Native child was not instructed on how to achieve certain survival skills. They were expected to learn from observation more than from direct instructions. They had to observe carefully when parents and grandparents were engaged in various activities and mimic the behavior until they got it right. A camera crew stayed at the Old Minto Elders' Camp for the full duration. They are making a video for teacher in-services that will illustrate the cultural value and educational potential of incorporating elders and cultural camps in the school curriculum. From my experience in being around elders, they want our new generation to learn their Native language, oral stories, legacies and to gain leadership and spiritual skills that will equip us for a future without them. It is our responsibility to perpetuate that new vision for the people and all others who are receptive. The following is one sample of how traditional knowledge integrates with Western astronomy through a traditional Kiowa story of Tsoai (Plains Indians). Eight children were there at play-seven sisters and their brother. Suddenly the boy was struck dumb; he trembled and began to run upon his hands and feet. His fingers became claws and his body was covered with fur. Directly there was a bear where the boy had been. The sisters were terrified; they ran and the bear after them. They came to the stump of a great tree and the tree spoke to them. It bade them climb upon it and as they did so it began to rise into the air. The bear came to kill them but they were beyond its reach. It reared against the trunk and scored the bark all around with its claws. The seven sisters were borne into the sky and they became the stars of the Big Dipper. (From The Ancient Child by N. Scott Momaday.) Best wishes! Amy gives her presentation at the 46th Annual Arctic Science Conference held in September at the Alyeska Resort in Girdwood. PHOTO BY LOLLY CARPLUK | |
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Bering Straits Report by Yaayuk Alvanna-Stimpfle:Northwest Campus, Nome I came on board in March of 1996. For the first two and a half months, I've been getting to know what this job entails. I made presentations to the Native Parent Education Committee at the Nome Public Schools and the Sitnasuak Elders' Council at Sitnasuak Native Corporation in Nome. I traveled to Unalakleet with Claudette and Oscar Kawagley to talk about the American Indian Science and Engineering Society (AISES) with the principal and the science teachers. I also established contacts with the Nome Public Schools and the Bering Straits School District to introduce the Alaska Rural Systemic Initiative (Alaska RSI) project. This fall, I've been busy working with the Nome elementary schools' bilingual-bicultural instructors, writing the lesson plans since they are already integrated into the science themes. The elementary school science themes are three years, a quarter long and four themes per year. The themes change every year and are repeated every three years. I included Inupiaq vocabulary and put the themes into seasonal activities depending on what the Native population is doing. For example, the men are hunting moose and seal now, so I will be working on navigation and weather predictions with the astronomy theme for the next quarter. I also included traditional stories right into the lessons. I've been asked to present the Alaska RSI project to the Northwest Campus Advisory Council in December and to the Kawerak Inc. board members sometime in the future. Tavra. Kathy Itta (above) and Bernice Alvanna-Stimpfle (below) take diligent notes at the September Alaska RSI staff meeting in Anchorage. PHOTO BY LOLLY CARPLUK | |
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Calling for Mokakit Conference Presenters!:On September 18, representatives from the major cultural regions in Alaska met in Anchorage to form the Alaska First Nations Research Network that will function as a chapter of the Canadian Mokakit Native Education Research Association. In addition to getting a process underway to develop by-laws and form a board for the AFNRN chapter, primary attention was given to planning for the upcoming 1997 Mokakit Conference to be held in Anchorage February 10-11. Along with the Canadian participants, we are urging anyone in Alaska with possible ideas related to Native-oriented research issues, projects or reports to submit a proposal for the Mokakit Conference program. Deadline for submission is December 15 and you can get ideas for possible presentation topics from the last issue of the SOP newsletter. If you have questions, please contact Oscar Kawagley or Ray Barnhardt at the Alaska Native Knowledge Network, University of Alaska Fairbanks. | |
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Excellent Teamwork for a : | |
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Inupiaq Regional Report by Elmer Jackson:On September 6-8, the first American Indian Science & Engineering Society (AISES) teacher liaison meeting was held in Kotzebue. In attendance were liaison teachers from the Northwest Arctic Borough School District, Bering Straits School District and the North Slope Borough School District and Village Science coordinators Kathy Itta of Ilisagvik College, Barrow and Bernadette Alvanna-Stimpfle of Northwest Campus, Nome. Also in attendance were the Alaska RSI co-directors Ray Barnhardt and Oscar Kawagley, AISES coordinator Claudette Bradley-Kawagley and Scientists-in-Residence coordinator Larry Duffy. School district liaisons are Bernadette Alvanna-Stimpfle of Nome City School District, Kipi Asicksik of Bering Strait School District, Ava Carlson of North Slope Borough School District and Bruce Hemmel of the Northwest Arctic Borough School District. One of our tasks is to start the AISES chapters in schools in the Inupiaq Regions. I contacted three school districts about our intentions. Another task is to get the Scientists-in-Residence program started. Principals and teachers should have received information on the above. Please contact any of the liaison teachers at your school district or me at (907) 475-2257, fax 475-2180, if you would like to be involved in the AISES chapters or the Scientists-in-Residence program. Claudette Bradley-Kawagley can be contacted at (907) 474-5376 and Larry Duffy can be contacted at (907) 474-7525. Tentatively planned for November 7, 8 & 9, is a workshop in Nome to continue our work with AISES and the Scientists-in-Residence program. We invite principals, teachers and other interested people to attend. This is the second year I've been involved with the Northwest Arctic Borough School District's Bilingual/Bicultural Education Program. The Inupiaq Language and Curriculum Committee has been reviewing the purpose and goals of the bilingual program. We are in the process of restating the philosophy statement and have begun developing Inupiaq language objectives for pre-kindergarten through third grades. I plan to invite Kathy Itta and Bernie Alvanna-Stimpfle to attend one of these sessions, hopefully next month. Principals and teachers, please contact us about these worthwhile projects. It will enhance learning and be fun for the students. Taikuu. Elmer takes a break from activities at the September Alaska RSI staff meeting. PHOTO BY AMY VAN HATTEN | |
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Lake and Peninsula School District Liaison by Gregory Anelon, Jr.: | |
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