Hello Everyone!

I'd like to share the link to our new YouTube channel! Waahoo!

I've started uploading some of our published DVD's along with unpublished video clips and audio recording (well actually, I haven't gotten as far as the audio clips yet... but will soon!)

The idea is to eventually upload our entire public archive in order to increase the different ways people can gain access to our incredible resources.

If you have any favorites you'd like to see added sooner than later... forward them along a description, I'll try to find it, convert it to digital form if otherwise not, and get it uploaded a soon as possible!

Also, tagging video's really helps people find them... so as you watch what is uploaded... please suggest tags in the comments and I will add them.

Finally-- and this is very important-- I am going to make every effort possible to make sure that any video I post has the permission of everyone involved for the content to be public. BUT if ever you see an issue along these lines... let me know and I will pull the video right away!

Alright, I think that is it. I hope you enjoy the next few months as more and more content is uploaded!

**please excuse the cross-posting**

Hello all! Over the next few months we will be updating a lot of the ANKN services and resources. To make sure we get it right, please take a minute and fill out the (very) brief survey.

http://goo.gl/forms/DcxTPUQlnl


Thanks!

**please excuse the cross-posting**

Jackie Rahm will be offering a special topics course this fall. The CRN and day/time will be posted the week of Aug 3rd for those wanting to register for this class.

CCS F693: Worldview(s) in Indigenous Contexts

This course provides a comparative analysis of ancient western and indigenous worldviews and epistemologies to consider underlying and forgotten similarities between the two. Students critically examine the need for shifting the dominant paradigm toward an original congruity with indigenous knowledge streams—where the role of consciousness is integral to the analysis.

In recognition of Angayuqaq Oscar Kawagley's inimitable role in articulating the significance of Indigenous knowledge systems, ways of knowing and worldviews in the contemporary world, the Alaska Native Knowledge Network has established the AOK Indigenous Scholar Award in his honor. The Award will be presented annually to recognize and encourage Indigenous scholars who have made exemplary contributions to our understanding of Indigenous knowledge systems and Native ways of knowing in Alaska. The 2015 award ceremony will be held at University of Alaska Fairbanks Rural Student Services' Gathering Room in the Brooks Building on April 28, 2015, at 1:00 pm.

The committee has chosen two recipients this year. Please join us in congratulating Eva Evelyn Yanez and Dora Andrew-Ihrke for their contributions as Indigenous Scholars.

Registration is now open for the 2015 Alaska Native Studies Conference to be held in Fairbanks, Alaska, March 7-8. The keynote speakers are Marie Battiste and Dennis Demmert.

For more information, please visit:
http://alaskanativestudies.org/?page_id=66

The University of Alaska Fairbanks Department of Cross-Cultural Studies invites applications for a term instructor or term assistant professor position in Indigenous Studies, with significant experience in data management and dissemination for institutions serving indigenous people. UAF has a significant number of Indigenous students enrolled in a wide range of academic programs that are available on campus in Fairbanks as well as through a network of six rural campuses and a variety of distance education programs administered through the College of Rural and Community Development.

Indigenous Studies is located in the Center for Cross-Cultural Studies and constitutes an interdisciplinary M.A. and PhD program built upon an integrated set of core courses designed around a set of six specialty areas with emphases in Indigenous Research, Indigenous Education, Indigenous Knowledge Systems, Indigenous Languages, Indigenous Sustainability and Indigenous Leadership. The program is offered jointly through the Center for Cross-Cultural Studies, the Alaska Native Language Center, the School of Education, and the Department of Alaska Native and Rural Development. The PhD program was established in 2009 and is administered by the Center for Cross-Cultural Studies in cooperation with the UAF Graduate School, the College of Liberal Arts, and the College of Rural and Community Development. Many Indigenous Studies courses are cross-listed and there is the opportunity to work with students and faculty in other disciplines, schools, or colleges. Most courses are offered by various modes of distance education.

The Center for Cross-Cultural Studies was established in 1971 by action of the UA Board of Regents. In addition to the academic programs, it houses the Alaska Native Knowledge Network, a curriculum clearinghouse and a publications center. The research and development agenda for the Center focuses on applied research, cultural collaborations, and academic programs that benefit the people of Alaska.

For more information, please go to:
http://www.uakjobs.com/applicants/Central?quickFind=85940

For more information, please visit:
http://www.indigenousdevelopment2014.ac.nz

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The 6th Biennial Ngā Pae o te Māramatanga conference will highlight indigeneity and the multidisciplinary approach used for indigenous development.

Ngā Pae o te Māramatanga (NPM) is a Centre of Research Excellence funded by the Tertiary Education Commission (TEC) and hosted by The University of Auckland. NPM has 16 partner research entities, conducts research of relevance to Māori communities and is an important vehicle by which New Zealand continues to be a key player in global indigenous research and affairs. Its research is underpinned by the vision to realise the creative potential of Māori communities and to bring about positive change and transformation in the nation and wider world.

Our purpose is to conduct research relevant to Māori communities – research which leads to transformation and positive change. Through research we seek to discover and enable development opportunities and creative potential in Māori communities – people, knowledge, assets, resources and organisations – and achieve solutions to needs and issues in these communities. The outcomes and benefits of this research are communicated and facilitated locally, nationally and internationally.

Conference Registration Information

Conference fees include admission to conference sessions, morning and afternoon tea, lunches and are inclusive of 15% GST (New Zealand Goods and Services Tax).
All fees are in NZD$.
Early-bird rate closes at midnight Wednesday 17 September 2014 (NZ time) and standard rates will apply after that date.
On-line registration closes.Sunday 16 November 2014 at midnight (NZ time)
All prices are in NZ Dollars and include GST (Goods and Services Tax) of 15%. You can use www.x-Rates.com for currency conversion.
** Registration will be confirmed ONLY once your payment has been received and processed in full.

Payment Details

Full payment of registration fees must be made prior to the conference. Delegates will not be admitted to the conference without receipt of full payment. For all online registration enquiries please contact:

Tessa Lloyd-Hagemann
Conference Coordinator
The University of Auckland
Private Bag 92019
Auckland, New Zealand
Ph +64 9 923 6398
Email t.lloyd-hagemann@auckland.ac.nz

For more information, please visit:
https://www.uakjobs.com/applicants/jsp/shared/frameset/Frameset.jsp?time=1403223641586


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Title: Community Partnerships for Self-Reliance and Sustainability Coordinator

Job Summary: The Scenarios Network for Alaska & Arctic Planning (SNAP) is seeking a highly skilled, thoughtful, and energetic program coordinator to help build and manage the Community Partnerships for Self-Reliance and Sustainability (CPSS). CPSS is a partnership of UAF, Alaska Native Science Commission (ANSC), and Alaskan indigenous communities to foster in-reach from communities to the university to develop collaborations that implement each community's vision for self-reliance and sustainability. The goal is to empower Alaskan communities to solve their own problems so they become less dependent on state and federal funding to thrive and survive. The successful applicant will manage CPSS- community partnerships and maintain the program website and database.

The successful applicant will oversee day-to-day CPSS operations and serve as the main point of contact for the program. The successful applicant will: respond to program inquiries; build and maintain relationships with communities; facilitate community in-reach (e.g., identify community priorities, help communities set the research agenda); connect communities with relevant UAF programs and researchers; assign and oversee community liaisons; and follow up on all community partnerships and projects.

This position will help design and implement dynamic website and knowledge-sharing hub that will facilitate communication among communities, UAF, and other partner organizations. This position will also support collaborators including SNAP (www.snap.uaf.edu), the Alaska Center for Energy and Power (ACEP, www.uaf.edu/acep/), and the Resilience and Adaptation Program (RAP, www.uaf.edu/rap/).

This will be a Full-Time Term Funded position.
SNAP is house within the International Arctic Research Center, University of Alaska Fairbanks.

You can download the full article at:
http://nagt-jge.org/doi/abs/10.5408/12-411.1

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Article Citation:
Robin Dublin, Marilyn Sigman, Andrea Anderson, Ray Barnhardt, and Sean Asiqluq Topkok (2014) COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge. Journal of Geoscience Education: May 2014, Vol. 62, No. 2, pp. 166-176.

CURRICULUM AND INSTRUCTION ARTICLES ON THE THEME
COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

Robin Dublin1,a, Marilyn Sigman2, Andrea Anderson3, Ray Barnhardt4, and Sean Asiqluq Topkok5
1 Center for Ocean Sciences Education Excellence–Alaska (COSEE-AK), 1009 West 3rd Avenue, Suite 100, Anchorage, Alaska 99501, USA
2 School of Fisheries and Ocean Sciences/Alaska Sea Grant/Marine Advisory Program, University of Alaska Fairbanks, 1009 West 3rd Avenue, Suite 100, Anchorage, Alaska 99501, USA
3 Sound View Evaluation and Research, 2837 Northeast 178th Street, Lake Forest Park, Washington 98155, USA
4 Center for Cross-Cultural Studies, University of Alaska Fairbanks, 124 Bunnell, PO Box 756730, Fairbanks, Alaska 99775, USA
5 Alaska Native Knowledge Network, University of Alaska Fairbanks, 117 Bunnell, PO Box 756730, Fairbanks, Alaska 99775, USA

ABSTRACT
We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the science were expanded to include criteria for cultural and/or community relevance, and local and cultural experts were involved in judging. The Center for Ocean Sciences Education Excellence–Alaska (COSEE-AK) provided support for teachers to organize local and regional fairs and for student and chaperone travel to an ocean science “fair within a fair” at the Alaska statewide science and engineering fair. This approach engaged Alaska Native and rural students in science practice relevant to their cultures and communities and is being sustained by trained teachers and school districts. The results of interviews of 31 of 44 students participating in the 2013 COSEE-AK Ocean Science Fair at the state level suggest learner outcomes of (1) strong, positive feelings of self-efficacy in science; (2) comfort with being identified as a scientist; and (3) feelings of connection to the student's community and support in doing science projects. The ocean science fair can serve as a model for broadening diversity of participation in science by increasing the relevance of science to culture and communities in areas with ethnic groups and/or rural communities that are underserved by science instruction and resources.



You can download the full article at:
http://nagt-jge.org/doi/abs/10.5408/12-411.1