Alaska Native Knowledge Network Resources for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing.

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 Contact information in earlier issues could be outdated.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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U of A Wants Top High School Grads to Stay Here for College by Mark R. Hamilton : From the Office of the President: * of A Wants Top High School Grads to Stay Here for College by Mark R. Hamilton, President, University of Alaska Beginning this year, the University of Alaska Scholars Program will give the top 10 percent of each high school graduating class a four-year scholarship award to the University of Alaska campus of their choice. What we're trying to do with this program is reduce the number of Alaska's top high school graduates who leave the state for education and jobs elsewhere. Almost 60 percent of Alaska's graduates who go on to higher education, leave Alaska to attend college in the Lower 48 each fall, and most of them never return. Alaska is dead last in the United States in attracting our college-bound students to attend college in the state. We aren't even in the game! The national average is that 81.7 percent of college-bound students go to a college in their home state. Here we have only 42 percent. At the University of Alaska, we're determined to do our part to turn the situation around. The scholars program will help us solve the problem. Recipients of these scholarship awards will also become good ambassadors for the University of Alaska in communities all across the state, so they'll help reverse the trend of declining enrollments. And, because they are most likely to stay in Alaska after graduating, they will help build the state's future. The scholarship award amount for the graduating classes of 1999 and 2000 will be $10,800 per recipient, redeemable in the amount of $1,350 per semester, for a total of eight semesters. To be eligible, students must be in the top 10 percent of their class at an Alaska public high school or other high school accredited by the Northwest Association of School and Colleges. If you are one of those students who is convinced that the grass is greener on a campus somewhere in the Lower 48, and you qualify for one of the scholarship awards to the University of Alaska, tell us to hold your scholarship for a year. Go down there, at your own expense. When you find, as many of you will, that you left behind the best programs and best education opportunity and value, come back to Alaska and register for the Fall Semester 2000 for your second year. Your scholarship will still be good at the University of Alaska campus of your choice. I hope to see you on one of our campuses soon. For more information, visit the web site: http://www.alaska.edu/ua/scholars/ or e-mail us at scholars@alaska.edu or call the toll free number: 1-877-AKSCHOL (257-2465).

Keyword(s): Volume 4, Issue 2

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.

Keyword(s): Volume 1, Issue 4

UAF Distance Education Course Offerings : UAF continues to offer an array of education (ED) and cross-cultural studies (CCS) courses each semester through its Cross-Regional Program. Students can obtain detailed information regarding enrollment in the following courses by going to http://www.dist-ed.uaf.edu/Education/Courses/Regional/Regional.html. For further information, contact the Center for Distance Education at raced@uaf.edu or 474-5353. COURSE COURSE TITLE INSTRUCTOR TIME CCS 602 Cultural & Intellectual Property Rights Marie Olson CCS 603 Field Study Research Methods M. Hogan CCS 612 Traditional Ecological Knowledge O Kawagley CCS 690 Seminar in Cross-Cultural Studies M. Reyes Th 5:15-8:15 CCS 694 Place-Based Education John Carlson T 5:15-8:15 ED 110 Becoming a Teacher in the 21st Century Samson M 3:30-4:30 ED 110 Becoming a Teacher in the 21st Century Pennington W 3:30-4:30 ED 201 Intro to Education Ladegard T 3:30-5:00 ED 330 Assessment of Learning Freed W 3:30-5:00 ED 410 Foundations of Literacy Development Haugen Th 3:30-5:00 ED 420 Alaska Native Education (ANS 420) Kawagley T Th 3:30-4:45 ED 429 Computer Application in the Classroom Bradley M 3:30-5:00 ED 452 Elementary School Student Teaching Caldwell arranged ED 477 Knowledge and Skills for Alaska Rural Educators Staff ED 601 Introduction to Applied Social Science Research M Reyes M 5:15-8:15 ED 603 Field Study Research Methods Hogan W 5:15-8:15 ED 610 Education and Cultural Processes R Barnhardt arranged ED 616 Education and Socio-Economic Change R Barnhardt Alternating Th 5:10-6:40 ED 621 Cultural Aspects of Language Acquisition Staff T 5:30-8:30 ED 631 Small Schools Curriculum Design R Barnhardt Alternating Th 5:10-6:40 ED 640 Gender and Education Hogan M 5:00-8:00 ED 660 Educational Administration in Cultural Perspective R Barnhardt arranged ED 669 Reading Language and Culture ED 670 Developing Literacy Haugen arranged ED 671 Reading and Cognition Parker-Webster arranged ED 684 Instruction & Assessment II Haugen Sat 8:30-3:00, 1/25, 2/22, 3/29, 4/19 ED 689 Proseminar in Applied Educational Research staff arranged ED 690 Seminar in Cross Cultural Studies M Reyes Th 5:15-8:15 ED 694 Place Based Education Carlson T 5:15-8:15 ED 698 Master's Research Project Staff arranged EDSE 482 Inclusive Classrooms for All Children Staff Th 5:10-6:40 EDSE 422 Curriculum and Strategies II: High Incidence Staff T Th 5:10-6:25

Keyword(s): Volume 8, Issue 1

UAF Spring 1998 Course Offerings : The following graduate education courses will offered through the UAF distance education program during spring semester, 1998. Inquiries regarding enrolling in these courses may be directed to any of the rural campuses, or to the Center for Distance Education at the following address: Center for Distance Education & Independent Learning, 130 Harper Bldg, University of Alaska Fairbanks, phone 907-474-5121, fax 907-474-5402, http://uafcde.uaflrb.alaska.edu ED F603-DB1, 3 cr, Field Study Research Methods; Carol Barnhardt (Fairbanks) Audioconferences: W, 6:50-7:20 pm weekly ED F616-DD1 3 cr, Education and Socioeconomic Change; Ray Barnhardt (Fairbanks) Audioconferences: T 6:50-8:20 pm weekly ED F631-DD1, 3 cr, Small Schools Curriculum Design; Ray Barnhardt (Fairbanks) Audioconferences: R 6:50-8:20 pm weekly ED F635-DB1, 3 cr, Strategies for Cooperating Teachers; Roger Norris-Tull (Dillingham) Audioconferences: M 5:10-6:40 pm weekly ED F689-DD1, 3 cr, Proseminar in Applied Education; Staff Audioconferences: none ED F693-DI1, 3 cr, Math: Using Culture & Environment; Claudette Bradley-Kawagley (Fairbanks) Audioconferences: M, W 5:10-6:05 pm weekly

Keyword(s): Volume 2, Issue 5

UAF Spring Course Offerings For Rural Students and Teachers : The following courses will be available during spring semester, 2000 through distance education to students in rural Alaska. Contact your rural campus or the Center for Distance Education for information. CCS 602 Cultural and Intellectual Property Rights (Lolly Carpluk) CCS 612 Traditional Ecological Knowledge (Oscar Kawagley) ED 603 Field Study Research Methods (Jerry Lipka) *ED 616 Education and Socio-Economic Change (Ray Barnhardt) *ED 631 Small School Curriculum Design (Ray Barnhardt) *course meets state multicultural education requirements

Keyword(s): Volume 4, Issue 5

UAF Summer 2000 Program in Cross-Cultural Studies for Alaskan Educators : Alaska Staff Development Network/Alaska Rural Systemic Initiative/Center for Cross-Cultural Studies/UAF Summer Sessions The Center for Cross-Cultural Studies, the Alaska Rural Systemic Initiative, the Alaska Staff Development Network and the UAF Summer Sessions invite educators from throughout Alaska to participate in a series of two- and three-credit courses focusing on the implementation of the Alaska Standards for Culturally Responsive Schools. The courses may be taken individually or as a nine-credit cluster. Three of the courses (ED/CCS 613, ED 610 and ED/ANS 461) may be used to meet the state "multicultural education" requirement for licensure and they may be applied to graduate degree programs at UAF. Rural Academy for Culturally Responsive Schools May 30-June 3, 2000 The five-day intensive Rural Academy, sponsored by the Alaska Staff Development Network, The Alaska Rural Systemic Initiative and UAF Summer Sessions, consists of the following educational opportunities: * each participant participates in two out of fourteen two-day workshops demonstrating how the Alaska Standards for Culturally Responsive Schools are being implemented in communities throughout rural Alaska. * two panel sessions are offered in which participants hear firsthand from key educational practitioners and policymakers from throughout the state. * a day-long field trip allows participants to meet and interact with key people and observe exemplary programs in the Interior region. * participants share successful strategies and programs from throughout the state. * participants have the option to complete a followup project relevant to their own work situation. Instructor: Ray Barnhardt, Ph.D. and workshop presenters Credit Options: ED 695, Rural Academy for Culturally Responsive Schools (2 cr.) $258 ED/CCS 613, Alaska Standards for Culturally Responsive Schools. (3 cr.) $387 Cross-Cultural Orientation Program for Teachers June 5-23, 2000 The Center for Cross-Cultural Studies and UAF Summer Sessions offer the Cross-Cultural Orientation Program for teachers, beginning on June 5, 2000 and running through June 23, 2000, including a week (June 10-17) at the Old Minto Cultural Camp on the Tanana River with Athabascan Elders from the village of Minto. The program is designed for teachers and others who wish to gain some background familiarity with the cultural environment and educational history that makes teaching in Alaska, particularly in rural communities, unique, challenging and rewarding. Instructor: Ray Barnhardt, Ph.D. and Minto Elders Credit Option: CCS/ED 610, Education and Cultural Processes (3 cr.) $534 plus $100 camp fee Native Ways of Knowing June 26-July 14, 2000 The third course available in the cross-cultural studies series is a three-week seminar focusing on the educational implications of "Native ways of knowing." The course examines teaching and learning practices reflected in indigenous knowledge systems and how those practices may be incorporated into the schooling process. Examples drawn from the work of the Alaska Rural Systemic Initiative and the Alaska Native Knowledge Network are shared with participants. Instructor: Oscar Kawagley, Ph.D. Credit option: ED/ANS 461, Native Ways of Knowing (3 cr.) $279 Information For registration or further information regarding the UAF summer programs contact the Alaska Native Knowledge Network, 474-1902.

Keyword(s): Volume 5, Issue 2

UAF Summer 2001 Program in Cross-Cultural Studies for Alaskan Educators : The Center for Cross-Cultural Studies, the Alaska Rural Systemic Initiative, the Alaska Staff Development Network and the Bristol Bay Campus invite educators from throughout Alaska to participate in a series of two- and three-credit courses focusing on the implementation of the Alaska Standards for Culturally Responsive Schools. The courses may be taken individually or as a nine-credit cluster. All three courses may be used to meet the state "multicultural education" requirement for licensure, and they may be applied to graduate degree programs at UAF. Rural Academy for Culturally Responsive Schools May 26-30, 2001 Bristol Bay Campus, Dillingham The five-day intensive Rural Academy, sponsored by the Alaska Staff Development Network, the Alaska Rural Systemic Initaitive and the UAF Bristol Bay Campus, will consist of the following educational opportunities: * each enrollee will be able to participate in two out of eight two-day workshops that will be offered demonstrating how the Alaska Standards for Culturally Responsive Schools are being implemented in communities throughout rural Alaska. * two panel sessions will be offered in which participants will be able to hear first-hand from key educational practitioners and policy-makers from throughout the state. * a day-long field trip will allow participants to meet and interact with Elders and other key people and visit a traditional site in the Bristol Bay region. * participants will share successful strategies and programs from throughout the state. * participants will have the option to complete a follow-up project relevant to their own work situation. Instructor Ray Barnhardt, Esther Ilutsik and workshop presenters Credit options ED 695, Rural Academy for Culturally Responsive Schools (2 cr.) ED/CCS 613, Alaska Standards for Culturally Resp. Sch. (3cr.) Cross-Cultural Orientation Program for Teachers June 4-22, 2001 The Center for Cross-Cultural Studies and UAF Summer Sessions will be offering the annual Cross-Cultural Orientation Program (X-COP) for teachers, beginning on June 4, 2001 and running through June 22, 2001, including a week (June 9-16) out at the Old Minto Cultural Camp on the Tanana River with Athabascan Elders from the village of Minto. The program is designed for teachers and others who wish to gain some background familiarity with the cultural environment and educational history that makes teaching in Alaska, particularly in rural communities, unique, challenging and rewarding. In addition to readings, films, guest speakers and seminars during the first and third weeks of the program, participants will spend a week in a traditional summer fish camp under the tutelage of Athabascan Elders who will share their insights and perspectives on the role of education in contemporary rural Native communities. Those who complete the program will be prepared to enter a new cultural and community environment and build on the educational foundation that is already in place in the hearts and minds of the people who live there. Instructor Ray Barnhardt and Old Minto Elders Credit option ED 610, Education and Cultural Processes (3 cr.) $516 Native Ways of Knowing June 25-July 13, 2001 The third course available in the cross-cultural studies series is a three-week seminar focusing on the educational implications of "Native ways of knowing." The course will examine teaching and learning practices reflected in indigenous knowledge systems and how those practices may be incorporated into the schooling process. Examples drawn from the work of the Alaska Rural Systemic Initiative and the Alaska Native Knowledge Network will be shared with participants. Instructor Oscar Kawagley, Ph.D. Credit option ED/ANS 461, Native Ways of Knowing (3 cr.) $261 CCS 608, Indigenous Knowledge Systems (3 cr.) $516 Information For further information, contact the UAF Bristol Bay Campus at 842-5483, 842-5692 (FAX), or the Alaska Staff Development Network at 2204 Douglas Highway, Suite 100, Douglas, Alaska 99824. Phone: (907) 364-3801 or fax: (907) 364-3805. E-mail: asdn@ptialaska.net, or the ASDN web site is located at http://www.asdn.org.

Keyword(s): Volume 6, Issue 1

UAF Summer 2001 Program in Cross-Cultural Studies for Alaskan Educators : The Center for Cross-Cultural Studies, Alaska Rural Systemic Initiative, Alaska Staff Development Network, UAF Summer Sessions and Bristol Bay Campus invite educators from throughout Alaska to participate in a series of two- and three-credit courses focusing on the implementation of the Alaska Standards for Culturally-Responsive Schools. The courses may be taken individually or as a six-, nine- or twelve-credit sequence. The first three courses may be used to meet the state multicultural education requirement for licensure, and all may be applied to graduate degree programs at UAF. Rural Academy for Culturally Responsive Schools May 26-30, 2001, Bristol Bay Campus, Dillingham, Alaska Cross-Cultural Orientation Program for Teachers June 4-22, 2001 at UAF campus and Old Minto Camp Native Ways of Knowing June 25-July 13, 2001 at UAF campus Place-Based Education July 16-Aug. 3, 2001 at UAF campus For further information about the Rural Academy, contact the UAF Bristol Bay Campus at 907-842-5483, 907-842-5692 (fax) or the Alaska Staff Development Network at 2204 Douglas Highway, Suite 100, Douglas, Alaska 99824, 907-364-3801 or 907-364-3805 (fax), e-mail: asdn@ptialaska.net, web site http://www.asdn.org. For further information on the other courses offered in Fairbanks, please contact UAF Summer Sessions office at 907-474-7021 or on the web at http://www.uaf.edu/summer.

Keyword(s): Volume 6, Issue 2

UAF Summer 2002 Program in Cross-Cultural Studies for Alaskan Educators : Alaska Staff Development Network * Alaska Rural Systemic Initiative Center for Cross-Cultural Studies * UAF Summer Sessions o Northwest Campus UAF Summer 2002 Program in Cross-Cultural Studies for Alaskan Educators The Center for Cross-Cultural Studies, the Alaska Rural Systemic Initiative, the Alaska Staff Development Network, the UAF Summer Sessions and the Northwest Campus invite educators from throughout Alaska to participate in a series of two- and three-credit courses focusing on the implementation of the Alaska Standards for Culturally Responsive Schools. The courses may be taken individually or as a six-, nine- or twelve-credit sequence. The courses may be used to meet the state multicultural education requirement for licensure, and/or they may be applied to graduate degree programs at UAF. Rural Academy for Culturally Responsive Schools May 28-June 1, 2002 Northwest Campus, Nome, Alaska The five-day intensive Rural Academy, sponsored by the Alaska Staff Development Network, the Alaska Rural Systemic Initiative and the UAF Northwest Campus, will consist of the following educational opportunities: * Each enrollee will be able to participate in two out of seven two-day workshops that will be offered demonstrating how the Alaska Standards for Culturally Responsive Schools are being implemented in communities throughout rural Alaska. * Two panel sessions will be offered in which participants will be able to hear first-hand from key educational practitioners and policymakers from throughout the state. * A day-long field trip will allow participants to meet and interact with Elders and other key people and visit sites in the Nome area. * Participants will share successful strategies and programs from throughout the state. * Participants will have the option to complete a follow-up project relevant to their own work situation. Instructor: Ray Barnhardt and workshop presenters Credit options: ED 695, Rural Academy for Culturally Responsive Schools (2 cr.) ED/CCS 613, Alaska Standards for Culturally Resp. Sch. (3cr.) Native Ways of Knowing July 15-August 2, 2002 The third course available in the cross-cultural studies series is a three-week seminar focusing on the educational implications of "Native ways of knowing." The course will examine teaching and learning practices reflected in indigenous knowledge systems, and how those practices may be incorporated into the schooling process. Examples drawn from the work of the Alaska Rural Systemic Initiative and the Alaska Native Knowledge Network will be shared with participants. Instructor: Oscar Kawagley, Ph.D. Credit option: ED/ANS 461, Native Ways of Knowing (3 cr.) CCS 608, Indigenous Knowledge Systems (3 cr.) Cross-Cultural Orientation Program for Teachers June 3-21, 2002 The Center for Cross-Cultural Studies and UAF Summer Sessions will be offering the annual Cross-Cultural Orientation Program (XCOP) for teachers, beginning on June 3, 2002 and running through June 21, 2002, including a week (June 8-15) out at the Old Minto Cultural Camp on the Tanana River with Athabascan Elders from the village of Minto. The program is designed for teachers and others who wish to gain some background familiarity with the cultural environment and educational history that makes teaching in Alaska, particularly in rural communities, unique, challenging and rewarding. In addition to readings, films, guest speakers and seminars during the first and third weeks of the program, participants will spend a week in a traditional summer fish camp under the tutelage of Athabascan Elders who will share their insights and perspectives on the role of education in contemporary rural Native communities. Those who complete the program will be prepared to enter a new cultural and community environment and build on the educational foundation that is already in place in the hearts and minds of the people who live there. Instructor: Ray Barnhardt and Old Minto Elders Credit option: ED 610, Education and Cultural Processes (3 cr.) Information For further information about the Rural Academy, contact the UAF Northwest Campus at 907-443-2201, 907-443-5602 (fax) or the Alaska Staff Development Network at 2204 Douglas Highway, Suite 100, Douglas, Alaska 99824, 907-364-3801, 907-364-3805 (fax), e-mail asdn@ptialaska.net or go to the ASDN web site at http://www.asdn.org. For further information on the other courses offered in Fairbanks, please contact UAF Summer Sessions office at (907) 474-7021, or on the web at http://www.uaf.edu/summer.

Keyword(s): Volume 7, Issue 2

UAF Summer Program in Cross-Cultural Studies for Alaskan Educators : The Center for Cross-Cultural Studies, the Alaska Rural Systemic Initiative, the Alaska Staff Development Network and the UAF Summer Sessions invite educators from throughout Alaska to participate in a series of two- and three-credit courses focusing on the implementation of the Alaska Standards for Culturally Responsive Schools. The courses may be taken individually or as a six-, nine- or twelve-credit sequence. The courses may be used to meet the state "multicultural education" requirement for licensure and/or they may be applied to graduate degree programs at UAF. Rural Academy for Culturally Responsive Schools May 27-31, Fairbanks The five-day intensive Rural Academy, sponsored by the Alaska Staff Development Network, the Alaska Rural Systemic Initiative and the UAF Northwest Campus, will consist of the following educational opportunities: * Each enrollee will be able to participate in two out of seven two-day workshops that will be offered demonstrating how the Alaska Standards for Culturally Responsive Schools are being implemented in communities throughout rural Alaska. * Two panel sessions will be offered in which participants will be able to hear firsthand from key educational practitioners and policymakers from throughout the state. * A day-long field trip will allow participants to meet and interact with Elders and other key people and visit sites in the Nome area. * Participants will share successful strategies and programs from throughout the state. * Participants will have the option to complete a follow-up project relevant to their own work situation. Instructor: Ray Barnhardt and workshop presenters Credit options: ED 695, Rural Academy for Culturally Responsive Schools (2 cr.) ED/CCS 613, Alaska Standards for Culturally Resp. Sch. (3cr.) EDP 110, Introduction to Para-Professional Education (2 cr.) Cross-Cultural Orientation Program for Teachers June 2-20, 2003 The Center for Cross-Cultural Studies and UAF Summer Sessions will be offering the annual Cross-Cultural Orientation Program (X-COP) for teachers beginning on June 2, 2003 and running through June 20, 2003, including a week (June 7-14) out at the Old Minto Cultural Camp on the Tanana River with Athabascan Elders from the village of Minto. The program is designed for teachers and others who wish to gain some background familiarity with the cultural environment and educational history that makes teaching in Alaska, particularly in rural communities, unique, challenging and rewarding. In addition to readings, films, guest speakers and seminars during the first and third weeks of the program, participants will spend a week in a traditional summer fish camp under the tutelage of Athabascan Elders who will share their insights and perspectives on the role of education in contemporary rural Native communities. Those who complete the program will be prepared to enter a new cultural and community environment and build on the educational foundation that is already in place in the hearts and minds of the people who live there. Instructor: Ray Barnhardt and Old Minto Elders Credit option: ED 610, Education and Cultural Processes (3 cr.) Native Ways of Knowing June 23-July 11, 2003 The third course available in the cross-cultural studies series is a three-week seminar focusing on the educational implications of "Native ways of knowing." The course will examine teaching and learning practices reflected in indigenous knowledge systems and how those practices may be incorporated into the schooling process. Examples drawn from the work of the Alaska Rural Systemic Initiative and the Alaska Native Knowledge Network will be shared with participants. Instructor: Oscar Kawagley, Ph.D. Credit option: ED/ANS 461, Native Ways of Knowing (3 cr.) CCS 608, Indigenous Knowledge Systems (3 cr.) Information For further information about the Rural Academy, contact the UAF Center for Cross-Cultural Studies at 474-1902 or the Alaska Staff Development Network at 2204 Douglas Highway, Suite 100, Douglas, Alaska 99824, phone (907) 364-3801, fax (907) 364-3805, e-mail asdn@ptialaska.net or go to the ASDN web site at http://www.asdn.org. For further information on the other courses offered in Fairbanks, please contact UAF Summer Sessions office at (907) 474-7021 or on the web at http://www.uaf.edu/summer.

Keyword(s): Volume 8, Issue 2

Unangan Region: The Right Way to Live as an Unangax : When the Association of Unangan/Unangas Educators asked for the support of numerous volunteers in the communities of St. Paul, St. George, Atka, Nikolski, Unalaska, Akutan, King Cove, Sand Point, False Pass, Nelson Lagoon (not a traditional village but some Unangan live there) and Anchorage, we knew that some of these values would be mentioned but not how many would emerge nor what forms they would take. The following are but two ways we have chosen to highlight the information shared by those discussing values from deep within the Unangaxˆ culture. The "Simple Instructions" allude to a relatively esoteric historical document, but bring longer scattered text to 27 succinct and teachable rules. The prayer by the beloved Father Michael Lestenkof (below) has served as an inspiration for many and a springboard for the very conversations that solicited the erudite wording of our enduring cultural values that have sustained us. We are grateful for the help of our partners around the state, nation and world who support one another to all become more mindful in teaching time-tested rules for living to our young people. Barbara S¢varny´ Carlson Association of Unangan/ Unangas Educators VALUES The Right Way to Live as an Unangaxˆ Simple Instructions with the Long List 1. Udigdada. E / Udigida. W / Share. 2. Tutada. E & W / Listen. 3. Txin anguyni{ta}ulux. E / Txin manitalagada. W / Don't be boastful. 4. Agitaasitxin i{amnaasada. E /An}a}inas i}amanaasada. W /Be kind to other people. 5. Agitaasiin sismida. E / An}a}inas kiduda. W / Help others. 6. Tuman tana{ agliisaa{tan. E /Tana{ agliisada. W / Take care of the land. 7. Tuman ala}u{ agliisaa{tan. E /Ala}u{ agliisada. W / Take care of the sea/ocean. 8. Tuman taanga{ agliisaa{txin. E /Taanga{ haqayaasada. W / Take care of the water. 9. Manachin ilam axtalakan agliisaachin. E / Ana}is mal agumis ilam axtalagada. W / Do not do anything to excess. 10. Txin ugutada. E / Qa}atada. W /Be happy. 11. I}ayuu{txin, ana}im atxa}ingin agachan madada. E / Txin sakaa}atal ana}is mada. W / Behave yourself: Do the things you know are right. 12. Chxadalagaa{txin. E / Chxalagada. W / Don't steal. 13. Adluuda}i}ulux E / Adalulagada. W / Don't lie. 14. Ludakiim axtax samtaaxtxin. E / Ludaa}is, tukus ama uchiitilas sahnga{tada. W / Respect Elders (including parents, teachers and community members). 15. Agitaasiin samtasaa{txin. E /Agitaadaan sahnga{tada. W /Respect your peers. 16. Kayutuu{txin. E / Kayutuda. W /Be strong. 17. Agitaasiin matanangin imin gidu}iisalagaa{txin. E / Silaa txin gikuun alagada. W / Don't be envious of what belongs to another. 18. An}a}i{ i{amana{ i{talix kayux i{amana{ atxa{talix manaa imin ugutaasalix aa{txin. E / An}a}ina{ i}amanas manaa ngaan hi{tada. W / Admire one who does well by honest means. 19. Maamin i{tanatxin madada. E /Ana}is maamis hi{taqaan aguun mada. W / Don't make promises quickly, but keep those you make. 20. An}a}iisanatxin an}a}im agitaasingin agachan liidalix an}a}iisada. E / Matal an}a}iikaan agacha an}a}isada. W / Live like you want people to see you live. 21. Igilnaa{na{txin. E / Qaqatulagada. W / Don't be greedy. 22. Sla{, a}ada{, tugida{, kayux sdan tunum manginulux kugan i}ad}ulux. E / Sla{, a}adgi{, ama sdas hadangiin i}amana{ agacha tunu{taasada. W / Don't talk bad about the weather or the sun, the moon or the stars. 23. Agitaasaan adaan tunum i{amnanginulux i}ad}ulux. E /An}a}ina{ adalus hadaan hilgada}ulax. W / Don't slander another person. 24. Kadaan axtaa}ana{txin. E /Kadamis agalagada. W / Don't get ahead of yourself. 25. Adu{tanaan akidada. E / Adut akida. W / Pay your debts. 26. Qaqamii}u{. E / Qaqamii}u{. W /Subsistence. 27. Tunuun ugunu{talakan an}a}ii{txin. E / Unangam Tunuu ugunu{talagada. W / Don't forget your Unangan language. Values of the Unangan/Unangas Qawalangin / Nii}u}is Nii}u}is Eastern dialect / Western dialect Kudalii}in maqa{takan txichin aguqangin / Kadaangis maqa{tal txichix aguqangis The way of our beginning, our ancestors Udaadan tanangin kugan Unangan anangin / Udaadan Unangam tanangin kugan anangis Our people's land and sea around here I{taqangin lulalix matalix an}a}iingin matakun / Hi{tanangis luulal ama matal an}a}iingin matakus Believe in them and keep them going through time Aniqdun ngiin aqaa}an a}nangin qulingiin aku{ gumalgaku{. / Kinguu}ingin wan slum kugan haqaa}an a}nangin qulaan aku{ gumalgaku{. For the coming generations that we don't see yet, for their time here. -Father Michael Lestenkoff

Keyword(s): Volume 8, Issue 1

Unangax Language and Culture : by Qagidax Moses L. Dirks, Unangan Language and Culture Teacher, Unalaska City School District. The Unangan Language and Culture students in Unalaska have been working on reproducing traditional Unangan artifacts. As part of the program the students had the opportunity to do hands-on type of projects. One of the first projects the students worked on was carving of an Aleut mask. All mask carvings were based on what was found in historical texts and pictures. Once the students started carving they did a good job in portraying what an Unangan mask might look like. Here are some of the students' work and what they had to say: Maqulaasigˆulux by Garrett Pletnikoff This mask is Maqulaasi}ulux which means "no reason to be an idol." It is made out of basswood, which isn't traditional material. If it were a traditional mask it would have different facial expressions, it would have a hat and it would not have such white teeth. Way back, a long time ago, the Unangan would use driftwood such as yellow cedar. They used this wood because it has less knots so it is a lot easier to work with. The Unangan used stone adzes and bones to make the masks, well, a thousand years ago the Unangan did this. The paint I used was a red ochre and flat white. The red ochre was used in the time of war so it is basically war-paint, but I just got a can of red paint; do you know how they got red a thousand years ago? First they would collect ochre rocks and they would grind the red ochre into fine dust, and then oil was mixed and red paint was made. I used the white paint for the teeth. I also have an untraditional "labret," which means he is a man. The bigger the labret the higher the person's social-class in the village. Chugudaxˆ by Jon Nichols After I bent my hat I then painted it. I got most of my designs for my hat from Glory Remembered, a book on the wooden headgear of Alaska sea hunters. The main Aleut traditional design on my hat is a design created by Andrew Gronholdt. The sea lion whiskers tied to the top of the visor represented how successful the hunter was, and the longer the whiskers the better the hunter. To paint the hat, I used acrylic paint so that it would last a long time. I used only traditional Aleut colors to keep it in line with the culture. The colors are turquoise, black, and red ochre. After all the painting was done I then layered the hat with a clear varnish to preserve it even longer and make the paintings on it stand out more. Then I tied duck feathers to the sea lion whiskers with sinew for decoration and also to show that the person who wore it was a duck hunter. Ayagam Tayagˆuu by Alberto Oropeza This mask is named Ayagam Taya}uu, which means, ladies man in Unangax. The mask is made out of basswood. All of the decorations are painted on with acrylic paint and have some sort of meaning. For example, on the Ayagam Tayu}uu mask there is an item on the chin called the iqlu{, which determined where an Unanga{ came from and what their status was in the village. Also, the colors used to paint this mask are very common in other things, like bent wood hats, spears and spear throwers. Masks where used by the Unangan for ceremonial and feasting purposes, but after Christianity was introduced by the Russian Orthodox church priests, they did not want the Unangan to have masks because they believed that they attracted evil or bad things. The Unangan decided that masks where bad based on the newly formed religion, and that is when masks were abolished. Presently masks are being brought back by the Unangan people and replicas are being made of what we think they may have looked like in the past, but that is a long ways to the real intent of the Unangam Sagimaaqluu.

Keyword(s): Volume 9, Issue 1

Unangax Region: The Education of a Seal Hunter by Moses Dirks : A prime example of the way learning occurs in an out-of-school setting is when Native people go about their subsistence activities. The topic I will use to illustrate traditional learning is sea lion hunting. Long ago, Unangaxˆ men were the main hunters of sea mammals. The men would prepare to go hunting by cleansing themselves before a hunt by sleeping separately from their wives, because they did not want the sea lion to get jealous of the hunter if s/he found out that he had slept with his wife the night before. This also had to do with the woman’s scent. If the animal smelled a woman it would scare the animal away and the man would not experience a successful hunt. The scent of a woman was considered bad luck for hunters. When I was growing up my sister or mother were not allowed to touch the firearms used in hunting. The men believed that it caused the hunter to come home empty-handed. Long ago Unangaxˆ men hunted from an iqyaˆx (one-man) skin-boat with only a harpoon. He would harpoon the animal and the tip of the harpoon would enter the animal and detach inside the animal without killing it. On the other end was an inflated seal stomach, which served as a buoy. The hunter pursued the animal until it got tired and then he would pull up alongside and club it to death. Once the animal was dead, he and his partner would tow it ashore and the butchering took place on the beach. All parts of the animal were used. The sealskin was used for clothing and covering the iqyaˆx, and the stomach was used for packing dried fish and meat. The intestines were used in making gut skin raincoats, called chigdaˆx, which were durable and light enough so they did not hamper the paddler from maneuvering his iqyaˆx in tricky waters. The whiskers of the sea lion were used in decorating the hunter’s hat, called chaxudaˆx, The length and stoutness of the whiskers determined the status of the hunter. All the meat was preserved by drying until the Russians introduced rock salt, which was then used in storing the meat for the long winter months. All of the traditional form of education occurred in the natural world. The young hunters responsibility was to observe and learn by watching and imitating the moves that were produced in making the event happen. The young hunter was most likely the nephew trained by the mother’s brother. He would be the apprentice hunter learning under the tutelage of his uncle. Training at times was really harsh. Cold water bathing was one of the tactics used, where the young man was told to take a bath in the cold saltwater early in the mornings. They called it “toughening the hunter up” so that he could endure the cold frigid waters when hunting on the sea. The training started at a very early age when the young boys arm was stretched back while sitting down on the ground as if sitting in the iqyaˆx, so that he would grow up naturally to throw the harpoon with velocity and distance. Other kinds of training included hanging from the barabara roof rafters to strengthen their arms in case they had to climb cliffs for bird hunting or egg gathering. The exercises continued until he could prove to his uncle that he was capable of being a successful hunter. He would prove that by getting his first seal or sea lion. Only then would he be considered a man in the Unangan hunting and gathering society. Before the coming of the Russians, the Unangan were a very self-sufficient and healthy people. Even with their crude weapons they were excellent hunters. Today hunting technology has changed so much that by the time I was old enough to go hunting, all traditional technology was gone. The wooden dory or homemade plywood skiffs replaced the iqyaˆx. Later came the fiberglass skiffs and aluminum boats. High-powered rifles, more powerful and accurate, replaced the harpoon. Bolas were replaced by shotguns for hunting birds. Now we have to learn how all these machines work, because the repair shop can be a thousand miles away. There is usually someone in each village that knows about fixing motors. My cousin, for instance, has never completed high school but he is a master mechanic. He can fix outboards, cars and trucks. How does he do this with no formal training? His aptitude for fixing engines is very high, so he is depended on to fix the machines. Now-a-days, owning and running a skiff is expensive and if you don’t have a job it is hard to get out there for hunting, etc. You have to buy gas and oil for the motor, paint and a trailer for your boat as well as a truck or an ATV to haul it back and forth. Rifles and shotguns need to be kept clean and oiled otherwise they don’t function right. Rust is the major culprit on guns. Along with the gun you need to buy shells that are expensive from the local store. These days, hunting is an expensive proposition. I have taught Unangan culture for the last 15 years and I still can’t believe how different it is to teach in a classroom setting. Whenever you want to bring a seal or sea lion into a classroom you have to get permission from your principal, then get approval from DEC to make sure it will be safe to handle the blood pathogens and raw meat. In the past this was never a problem, because most of the butchering was done out in the field before the animal was brought into the village. As a result, if you are trying to teach a unit on traditional activities in a classroom, you often have to resort to textbooks and there are very few texts that deal with the inner organs of a sea lion. What little are available often do not clearly explain where the organs of the animals are located and most of the texts come in black and white so you can’t even positively identify the organs. Elders don’t like coming into the classrooms; they were never allowed in the past, so they feel uncomfortable in schools. It is so unnatural to be sitting in a classroom hour after hour learning from a book. I once knew an Elder from one of the villages who told me that he was getting sick because he was not getting any exercise since he moved in from the village. He sat around too much and he said that it was not healthy. He would rather do hands-on type of work, so he always found things to do around town. The Elder lived to be in his nineties. Classroom settings are good for the Unangaxˆ for the first hour. Listening to a person talk for more than an hour is unheard of in my culture—the only time you would hear talking amongst the Unangaxˆ would be when they were telling stories at night. Unangaxˆ people are used to hands-on, kinesthetic type of learning; learn by watching how it is done, trying it out and if you don’t master it the first time you do it again and again until you know how to do it. I would sometimes be awestruck by what some of my relatives could do—machinist, electrician, carpentry—you name it, and they never went to school for these trades. If you ask them, “How did you learn how to do that?” they would credit God for giving them the skill so that they can do what they need to do. As I venture down the road and think about those intelligent people that I knew, I sometimes shudder to think, what would have happened to them if they had gone to school?

Keyword(s): Volume 9, Issue 2

Unangax Region: The Unangan Science Fair by Moses L. Dirks : Aang from the Unangan/s Aleut Region. It is good to be back working with the AKRSI and TLDP group and working on Native ways of knowing and indigenous science initiatives. I am presently working with a local science teacher and whenever I get the opportunity I am putting indigenous science into the curriculum where it is appropriate. This is done so that Native students can start thinking about what indigenous knowledge means, what it is and to help them develop a science project they can enter into the ANSES science fair. I am using ANKN resources available by Alan Dick (See Alaska Science Camps, Fairs & Experiments) on how to set up science fairs. It has been a valuable resource in that it made students start thinking about the science that is all around us in our villages and towns that can be applied to everyday life. The science teacher allowed me to present some lessons from Village Science in his class. This was a good introduction to what to look for in village science projects. After a few lessons from Village Science, I contacted Alan Dick and asked him if he had material on how to set up science fairs. He said that he was working on one and was willing to share it with me. A few days later I received a packet with the booklet and presented that to my seventh-grade class. After presenting the material the question was posed to the students: What do you think would be a good village science project that you could enter in the ANSES Science Fair? These were some of the ideas that we elicited from our students: • Weather predicting • Insulation • Native technology • Mollusk investigation • Plants and uses • Gathering foods • Fishing techniques In November we started research on our science projects and finally, in January, the Unalaska City School District sponsored a science fair so that winners could participate in the statewide ANSES Fair held at Camp Carlquist January 30 to February 2, 2004. The focus of the science fair was indigenous sciences. With very little time left, we had our local science fair and after the judges made their decisions, the following winners were announced: 1st Place: Insulation: How the Unangan People Used Natural Material to Insulate Their Semi-Subterranean Huts Called an Ula 2nd Place: Native Technology—Fox Trap Klisa: How You Can Build a Fox Trap With All Natural Materials and Make it Work 3rd Place: Plants and Their Uses: How the Unangan Used Plants as Food and Medicine. Our first place winner, Delores Gregory, went on to state ANSES Fair and placed second in the seventh- and eighth-grade category. We are very proud of Delores and hope to see her again next year. All the students that participated in the science fair had fun and they all know what to expect for next year so they will be better prepared for the event. Not only was it fun for the students, they also learned about the knowledge of their ancestors and how to use the scientific method to do their experiments.

Keyword(s): Volume 9, Issue 2

University of Alaska Fairbanks Cross-Cultural Orientation Program for Teachers : June 24-July 12, 1996 Fairbanks Campus/Old Minto Cultural Camp The Center for Cross-Cultural Studies, University of Alaska Fairbanks will be offering the annual Cross-Cultural Orientation Program (X-COP) for teachers, beginning on June 24, 1996 and running through July 12, 1996, including ten days (July 1-10) out at the Old Minto Cultural Camp on the Tanana River with the Athabascan Elders of the village of Minto. The program is designed for teachers and others who wish to gain some background familiarity with the cultural environment and educational history that makes teaching in Alaska, particularly in rural communities, unique, challenging and rewarding. In addition to readings, films, guest speakers and seminars during the first and third weeks of the program, participants will spend ten days in a traditional summer fish camp under the tutelage of Athabascan Elders who will share their insights and perspectives on the role of education in contemporary rural Native communities. Those who complete the program will be prepared to enter a new cultural and community environment and build on the educational foundation that is already in place in the hearts and minds of the people who live there. Course, Credit and Instructor The X-COP program is offered for three semester hours of academic credit and is designated as ED 610, Education and Cultural Processes. The credit is applicable toward the UAF M.Ed. degree, as well as the Alaska certification renewal requirement of three semester hours in multicultural education. The course may also be followed with two on-site graduate courses offered during the fall and spring semesters to help integrate what is learned in the summer into teaching practice. The instructor for the course is Ray Barnhardt, Ph.D., who has over twenty-five years of rural and Native education experience in Alaska. Information on housing rates and applications may be obtained from the UAF Summer Sessions office (474-7021) or the Housing Office (474-7247). Enrollment Information Anyone wishing to enroll in the X-COP program should contact one of the UAF College of Rural Alaska campuses (in Kotzebue, Nome, Bethel, Dillingham, Barrow and Interior), the Center for Cross-Cultural Studies (474-6431), or the Summer Sessions office in Fairbanks (474-7021) for enrollment forms. For further information, call 474-6431, or send e-mail to ffrjb@aurora.alaska.edu.

Keyword(s): Volume 1, Issue 1

Upcoming Summer Camps in the Interior : "Spirit Days" in an Anchorage park, June 13-15. Elders & Cultural Camp in old Minto, July 1-10. Academy of Elders/Native Teachers Camp at old Minto, July 27-August 7. Tanacross Spirit/Survival Camp, July 22-25 at Mansfield. 4-H Youth Cultural Camps will be held in the Tanana Chiefs Region. TCC/IRHA rural communities may contact TCC 4-H department for inquiries on camps for 1996 or 1997. Earthquest II, June 18-27 at Central for rural students throughout Alaska in grades 10-12.

Keyword(s): Volume 1, Issue 3

The University of Alaska Fairbanks is an Affirmative Action/Equal Opportunity employer, educational institution and provider is a part of the University of Alaska system. Learn more about UA's notice of nondiscriminitation.