ERIC ED474746: Alaska Native Education: Past, Present and Future.

7 Pages·2003·0.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 474 746
RC 024 002
Andersen-Spear, Doreen
AUTHOR
Alaska Native Education: Past, Present and Future.
TITLE
Alaska Univ., Fairbanks. Alaska Native Knowledge Network.
INSTITUTION
National Science Foundation, Arlington, VA.
SPONS AGENCY
2003-00-00
PUB DATE
6p.; Keynote presentation at the Annual Native Educators
NOTE
Conference (Anchorage, AK, 2003).
For full text: http://www.ankn.uaf.edu/sop/SOPv8i2.pdf.
AVAILABLE FROM
Journal Articles (080)
Opinion Papers (120)
PUB TYPE
Sharing Our Pathways; v8 n2 p1-4 Mar-Apr 2003
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American Indian Education; Bilingual Education; *Cultural
DESCRIPTORS
Education; Cultural Maintenance; *Educational Needs;
*Eskimos; Indigenous Personnel; Native Language Instruction;
*Role of Education; School Community Relationship; *Teacher
Recruitment; Tribally Controlled Education
*Alaska
IDENTIFIERS
ABSTRACT
The Inupiaq of Alaska's North Slope are the first Inupiaq to
have achieved self-government. The greatest significance of home rule is that
it enables the Inupiaq to regain control of their children's education. The
North Slope Borough schools must implement a bilingual and bicultural program
that teaches children in their Inupiat language, with English as the
secondary language. To attain this goal, teachers are needed who are
bilingual and bicultural, knowledgeable in Inupiat culture and values.
Foremost, Inupiaq must be encouraged and trained to become teachers.
Responsive teachers who are willing to learn the Inupiat language and
cultural values must be recruited. Teachers should be trained and offered
financial incentives to become proficient in the language and culture.
Current teachers should be evaluated to ensure Inupiat educational
philosophies are being implemented. Schools should become part of the
community instead of resembling colonial forts. The Inupiat culture is
starting to lose its strength within the younger generations. The main
barrier between the younger generations and their traditional culture is the
lack of an educational system that completely satisfies cultural well-being.
For the younger generation to become great leaders, the Inupiaq need to be
flexible enough to live in two worlds--to know not only the Western way, but
also who they are and where they came from.
(TD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
ShaRing OUR
at iwa s
A newsletter of the Alaska Rural Systemic Initiative
VOL. 8, ISSUE 2
Mar/Apr 2003
Alaska Federation of Natives
University of Alaska
National Science Foundation
Rural School and Community Trust
Mem Mum*
c2n
PiTwerfil
by Doreen Andersen-Spear
The following article was the keynote presentation at the 2003 Native Educators
Conference banquet. Doreen was born in Barrow and is a student at the University
of Alaska
Anchorage.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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Contents
Alaska Native Education
1
PERMISSION TO REPRODUCE AND
Native Teachers .
DISSEMINATE THIS MATERIAL HAS
4
BEEN GRANTED BY
Alan Dick Begins New Venture
6
AKRSI/ANSES State Science Fair
6
Youth Panel Workshop at NEC
7
and
UAF Summer Program in Cross-Cultural
TO THE EDUCATIONAL RESOURCES
Studies for Alaskan Educators
10
INFORMATION CENTER (ERIC)
IrL:L..gli enous Peoples & Justice Initiative 11
1
Alutiiq Region: Science Fair
12
Iflupiaq Region: Heritage,
Love & Science
13
Southeast Region: Haida, Tlingit,
Tsimshian Relationships
14
Athabascan Region: Cultural Orientation
Program for New Teachers
15
Yup'ik Region: Fifth Annual Calista
Elders and Youth Convention
16
O
2
BEST COPY AVAILABLE
haRing
OUR
iwa s
A newsletter of the Alaska Rural Systemic Initiative
VOL. 8, ISSUE 2
Mar/Apr 2003
Alaska Federation of Natives 0 University of Alaska 0 National Science Foundation 0 Rural School and Community Trust
Possibly the greatest significance
Alaska Native Education:
of home rule is that it enables us to
regain control of the education of our
children. For thousands of years, our
and Future
Past, Present
traditional method of socializing our
youth was the responsibility of the
by Doreen Andersen-Spear
family and community.
From the first, visitors of the Arc-
The following article was the keynote presentation at the 2003 Native Educators
tic universally commented on the
Conference banquet. Doreen was born in Barrow and is a student at the University
warm disposition of our children.
of Alaska Anchorage.
Corporal punishment was absolutely
of people occupying the circum-
unknown. Boys and girls began their
we Ifiupiaq are a nation
education with their parents and, by
polar Arctic from Siberia through Alaska, Canada and
the time they reached their teenage
Greenland. We share common values, language, culture and
years, they had mastered the skills
necessary to survive on the land. From
enabled us to survive and
economic systems. Our culture has
that time forward the youthwith
flourish for thousands of years in the Arctic where no other man
on next page)
(continued
entire international Iriupiaq com-
or culture could. Among our
first Iflupiaq who have
munity, we of the North Slope are the
North
achieved true self-government with the formation of the
Contents
direct our
Slope Borough. We have the greatest opportunity to
Alaska Native Education
1
have for the past millennia.
own destiny as we
4
Native Teachers
6
Alan Dick Begins New Venture
6
AKRSI /ANSES State Science Fair
7
Youth Panel Workshop at NEC
----------
tr
OAF Summer Program in Cross-Cultural
10
Studies for Alaskan Educators
Indigenous Peoples & Justice Initiative 11
12
Alutiiq Region: Science Fair
blupiaq Region: Heritage,
13
Love & Science
Southeast Region: Haida, Tlingit,
14
Tsimshian Relationships
Athabascan Region: Cultural Orientation
15
Program for New Teachers
Yup'ik Region: Fifth Annual Calista
16
Elders and Youth Convention
banquet in Anchorage.
Conference participants gather on stage at the NEC
SHARING OUR PATHWAYS
language. To attain this goal, we must
(continued from front page)
Alaska
have teachers who are bilingual and
their family and within their commu-
bicultural, knowledgeable in our
nitydevoted their education to their
Rural Systemic
Iriupiat culture and values. This can
intellectual and social growth.
be achieved either with instructors
For 87 years, the BIA tried to de-
Initiative
who are Iriupiat or who have been
stroy our culture through the educa-
trained in Iriupiat.
tion of our children. Those who would
Ray Barnhardt, Co-Director
destroy our culture did not succeed.
University of Alaska Fairbanks
What can we do about this
However, it was not without cost.
ANKN/AKRSI
problem?
Many of our people have suffered.
PO Box 756730
We must develop a teacher re-
We all know the social ills we endure
Fairbanks, AK 99775-6730
cruitment and training program to
today. Recently, I heard a member of
[phone] phone
satisfy our needs.
the school personnel say that many of
[phone] fax
Foremost we must encourage and
our Ifitipiaq children have poor self-
email: [email protected]
train our own Ifiupiaq to become
concepts. Is it any wonder, when the
Oscar Kawagley, Co-Director
teachers.
school systems fail to provide the Iflu-
University of Alaska Fairbanks
Recruit responsive teachers who
piaq student with experiences which
ANKN/AKRSI
would build positive self-concepts,
are willing to learn both the Iriupiat
PO Box 756730
language and our cultural values.
and the Iflupiaq language and culture
Fairbanks, AK 99775-6730
Train teachers and offer financial
are almost totally excluded?
[phone] phone
incentives to those who become
My children and yours spend many
[phone] fax
hours in school each day, 180 days
proficient in our language and cul-
email: [email protected]
ture, in addition to Iriupiat history
each year for 12 years. We must have
and ideologies.
teachers who will reflect and transmit
Frank Hill, Co-Director
Evaluate current teachers to in-
our ideals and values. We must have
Alaska Federation of Natives
sure Iriupiat educational philoso-
Ifiupiat-centered orientation in all ar-
1577 C Street, Suite 300
eas of instruction. I do not want my
phies are being implemented.
Anchorage, AK 99501
children to learn that we were "dis-
Americans are beginning to assess
[phone] phone
covered" by Columbus or Vitus
their own values and finding them
[phone] fax
compatible with our own. We can
Bering. I do not want to hear that we
email: [email protected]
were barbaric or uncivilized. I do not
now afford to be selective in our teach-
ers. We should select teachers who
want our children to feel inferior be-
are willing to become contributing
cause their language and culture are
members of the community. We must
different from those of their teacher. I
Sharing Our Pathways is
strive to break down the barrier be-
do not want to see school planning
tween community and the school.
surveys which list hunting, fishing,
a publication of the Alaska Rural Systemic
Initiative, funded by the National Science
whaling or trapping as "social" or
Rather than being an integral part of
Foundation Division of Educational Systemic
the community, the schools and
"recreational" activities.
Reform in agreementwith the Alaska Federation
teacher housing resemble a colonial
The land claims movement and the
of Natives and the University of Alaska.
self-determination attitude of the
fort. We must end teacher segregation.
We welcome your comments and suggestions
We must rid ourselves of these
Alaska Natives were largely respon-
and encourage you to submit them to:
temporary residents who are here
sible for the removal of the suppres-
The Alaska Native Knowledge Network
sion of our Native languages and
merely for financial gain. A number
University of Alaska Fairbanks
culture. Bilingual instruction became
of teachers have already demonstrated
P.O. Box 756730
their willingness to live among us as
the new education policy. However,
Fairbanks, Alaska 99775-6730
neighbors and friends. They have
this has generally meant that we use
(9071 474-5086 phone
become permanent members of the
English as our primary language of
1907) 474-5615 fax
community. They identify with us
instruction and somehow integrate
http://www.ankn.uaf.edu
and share our concerns.
Iflupiat into the curriculum.
email: [email protected]
Our teachers are the highest paid
The North Slope Borough schools
Newsletter Editor: Dixie Masak Dayo
must implement a program that is
teachers in the entire United States.
[email protected]
Layout & Design:
What are we getting for our money?
Paula Elmes
bilingual and bicultural. Our children
[email protected]
We should be able to hire the best
must be taught in our Iflupiat lan-
bilingual-bicultural teachers in the
guage, with English as the secontry
SHARING OUR PATHWAYS
3
world. We should have teachers who
Western educational system of speak-
about my Danish and English roots. I
ing, reading and writing in the En-
can teach well in Iriupiat schools. We
claim my Alaska Native heritage. Bar-
should have the best schools in the
row is the only home I know. I was
glish language and studying Western
nation, surpassing any of the elite
history, concepts and ideas, conflict
born and raised there.
I have seen our Ifiupiat culture
prep schools in the east. We should
with the values, beliefs and traditions
start to lose its strength within the
have teachers who earn their keep by of Alaska Natives. For generations, it
younger generations. Living among
effectively teaching our children.
was more important for our people to
gather and harvest subsistence foods
I feel certain that the school board
Iriupiat Elders is a life experience and
members share my frustration and
than it was to learn how to read and
to learn anything of my Iriupiat cul-
write English.
concerns. It is important to remember
ture is dear to my heart. I do not speak
Educating Alaska Natives in the
Iriupiaq but this does not discourage
the lessons of the past. In addition, we
must research and master the new
ways of Western society is a continu-
me to learn more. As I grow older, my
ing problem today. Contributing fac-
changes if we are to continue to domi- desire to acquire the knowledge of my
Elders also grows. I only hope the
tors include the lack of Alaska Native
nate the Arctic. We have demonstrated
younger generations also consider
teachers, inadequate criteria and de-
we can survive the trespasses which
strengthening our culturekeeping
have been perpetrated upon us. We
livery of bilingual and bicultural cur-
our roots strongas a priority.
have been successful in establishing
ricula and students who are not taught
our own home-rule government. We
their Alaska Native cultures at home.
From my earliest childhood memo-
ries my parents stressed the impor-
have been able to achieve self-gov-
Many of our people suffered physi-
cally and emotionally from being
tance of education. They are both
ernment. We must strive to insure
college graduates and are my role
that our borough, our city govern-
forced to not practice their cultures in
school. They suffered corporal pun-
ments and our school systems reflect
models. My mom and dad enrolled me
in early childhood education when I
ishment for speaking their Native lan-
our Thupiat ideals. We are Inupiaq.
My name is Doreen Andersen
guage and personal humiliation and
was four years old. They also taught
Spear. My aaka, Rebecca Hopson,
embarrassment for not being able to
me the need to know my family, my
speak the English language fluently
culture and my roots. I know they are
named me Maligian. My presentation
this evening was a word-for-word
and write it correctly.
proud of me.
recital of parts of a speech my aapa, Some Native students also had to
My mom and dad encouraged me
to participate in bilingual and bicul-
Eben Hopson, Sr., gave on December
leave their homes to attend BIA board-
tural activities while I was growing
19, 1975 at the Teachers Affiliation
ing schools when they were only small
up. Mom taught me some of my
Union's contracting meeting in Bar-
children in their middle school years.
I can't even imagine what that must
row. His words still ring true today.
Iriupiaq language at home. I learned
have been like. At the boarding
how to sing and motion dance in the
They mean so much to me. They are
part of my roots and I keep them
Iriupiat way. But this does not make schools, attempts were made to inte-
strong and alive by remembering
me any less proud of my other cul-
grate them into the American main-
tural roots.
stream with military living conditions
them.
and military rules. Many slowly lost
My aapa was the founding mayor
I am only one person and I cannot
touch with important parts of their
of the North Slope Borough. He was
represent those who chose not to learn
about their Native traditions and
traditional ways and beliefs and many
denied a high school education by the
BIA, which only motivated him to
Native heritage. I observed my peers lost their Native language.
Natives who were fortunate
build high schools and improve the
who chose not to participate actively
in bilingual and bicultural classes,
enough to complete their education
educational system on the North Slope.
returned home and had children of
dances and community activities. I
Now there is a middle school in Bar-
was always curious why many par-
row named after him and a life-size
their own. Their situation was a frus-
trating dilemma. On one hand, they
statue with an inscription that reads,
ents did not encourage their children
"Education is the key to success. Do to learn their Native culture.
were not fully accepted by their people
I like the theme for this confer-
because they no longer spoke their
not let anything stand in your way in
enceKeeping Our Roots Strong
your pursuit of education."
language or were able to practice their
cultural ways. On the other hand,
I'm a product of a racially mixed
because it made me really think hard
they were not accepted by Western
marriage. My dad, Ralph Andersen,
about my roots and my generation in
society because of their skin color.
the context of education.
is Yupik and Danish. My mom, Flossie
While many wanted to teach their
The formal education of Alaska
Hopson Andersen is Iriupiat and En-
children the ways and traditions of
glish. I don't know much about my
Natives is a classic example of a clash
Yupik heritage, and I know nothing
betwew cultures. The values of the
(continued on next page)
5
BEST COPY AVAILABLE
SHARING OUR PATHWAYS
4
(continued irom previous page)
"Future
Commentary
on
their ancestors, they simply could not.
My generation is facing a similar
dilemma and problems with cultural
Alaska Native Educators"
identity. We feel pressures to advance
and succeed in Western ways, yet
keep solid footing in and strengthen
(featured in Sharing Our Pathways, Vol. 8, Issue 1 by Cathy Rexford)
our cultural roots. We face cultural
identity issues and hard decisions.
by Nels Anderson, Jr.
Many, like me, are from mixed
cultures. Which culture are we sup-
My name is Nels Anderson, Jr. of Dillingham. I read the
posed to choose for the foundation of
article, "Future Alaska Native Educators," by Cathy
our lives? Is it wrong to choose one
over another? Which roots do we keep
Rexford, in the Jan/Feb 2003 issue of Sharing Our Pathways. I
strong without neglecting others? Will
enjoyed the article and it prompted me to comment and ask some
we be accused of favoring one culture
questions that I think people throughout Alaska should be
over another when, in fact, combined
together they make us who we are?
considering.
Those are not new questions and there
are no easy solutions. Your challenge
personnel are Alaska Natives? How
The article says that 459 out of a
as educators is to broaden our minds
many Alaska Native professors and
total of 8,206 public school teachers
and vision to help us find answers.
administrators do we have at the
are of Alaska Native or American In-
The main barrier between the
University of Alaska? How many of
dian descent. If my math serves me
younger generations and our tradi-
our schools across the state, especially
correctly, that is about 5.59%. That is
tional cultures is an educational sys-
our REAAs and rural and remote
a very sad statistic. That leads me to
tem that completely satisfies our
ask how many Alaska Natives we
schools, have Alaska Native princi-
cultural well being. I was involved in
pals, financial
have working
bilingual and bicultural studies and
managers or
in the univer-
"Rather than trying to reinvent
activities throughout elementary and
superinten-
sity system? I
high school. My formal education has
dents? How
the Alaska education wheel, we
have always
led me to college, but I still lack the
to the
many Alaska
felt,
should mainstream our values
cultural knowledge of my ancestors.
Natives
are
greatest extent
In order for the younger genera-
and ideas of what is good
there on the
legally pos-
tions to be great leaders, we must
University of
sible, that our
learning into the school districts
strive to be flexible enough to live in
institutions
Alaska Board
two worlds. We need to seriously
we now have at our disposal."
of Regents at
should reflect
consider our cultures to be the most
this time? How
the makeup of
important parts of our lives. We need
many of our REAAs are locally con-
the population served. One of many
the security to make important deci-
trolled by Native school board mem-
places where we, Alaska Natives, ex-
sions to build the foundation for our
bers?
ceed our percentage of the total Alaska
lives. We need to pursue our educa-
population is in our jails. Another
Question: If what I suspect is true
tional dreams not only in the Western
place where we exceed our percent-
that most of the REAAs are locally
way, but to also gain the cultural
age of the total population is in our
controlled by predominantly
knowledge and understanding of who
dropout statistics in our schools and
Alaska Native school board
we are and where we came from. We
university.
members, thenwhy are we not
need to know what our roots are and
What is the teacher retention rate
using that power to achieve the
we need to keep them alive so they
in our Regional Educational Atten-
goals and objectives identified by
can grow stronger. We need your
dance Areas (REAAs) and rural and
the Alaska Rural Systemic Initia-
help.
remote schools as compared to urban
tive? Shouldn't we be making sure
Thank you very much for inviting
schools? How many of our schools'
that our REAAs are using their
me to speak here this evening. Thank
aides, cooks, janitors and maintenance
power to move toward academic
you, quyanakpak!
Eqc
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
z
Waft! knots Iflimilso tee
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
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