Most traditional stories are like a round, crocheted potholder. The - - PowerPoint PPT Presentation
Alberta Jones Assistant Professor, School of Education, U of A Southeast Ph.D. Candidate-Indigenous Studies, U of A Fairbanks June, 2016 Most traditional stories are like a round, crocheted potholder. The storyteller goes round and round
Alberta Jones Assistant Professor, School of Education, U of A Southeast Ph.D. Candidate-Indigenous Studies, U of A Fairbanks June, 2016
Local traditional knowledge=LTK (Feds) Local indigenous knowledge=LIK (used in research lately) Traditional ecological knowledge=TEK (Used to be used
more and is still used)
** Dr. Oscar Kawagley (Yup’ik) stated some indigenous people do not like this term with ‘traditional’ as it sounds old and outdated.
Native Ways of Knowing =NWoK Native Knowledge Culturally Responsive curriculum Indigenous Knowledge=Carries an international meaning
Who is an Elder?
Over the age of 65
Member of AARP
Retirement
Social Security benefits
Other characteristics that defines this segment of our society
Alaska Native definition of an Elder
"Don't think it's just age - you don't determine if you're an elder, the
community does." Mary Jane Nielsen, Naknek
"It's not age. It's having learned the do's and don't of their own culture.
Age doesn't matter. Some of us merely become elderly, but not an elder." Oscar Kawagley,) Ph.D., Bethel (Yup’ik)
"The wisdom we gain. We give and gain wisdom. Some people just get old
and don't give." Elizabeth Fleagle, Alatnha (slide 16)
Teacher Mentor Family member (i.e., grandfather) Wisdom Bearer Traditional healer Role model
https://www.uaa.alaska.edu/elders/upload/elder- resilience_lewis.pdf slide 17
Elders do not preserve culture, they live it Elders are highly respected as the person with the
‘Experiencing and practicing’ the traditional ways is
Elders can share local traditional knowledge (LTK) in
Be subtle and cognizant of your voice tempo and volume Visit first, engage in other conversation and ask if there is
anything important they want to communicate with you at the time
Time stands still so allow time for your visit-SLO-O-OW
down!
Sit on their ‘good side’ if their hearing is poor Allow pauses and quiet time-can be hard to adapt to! Give purpose for your invite and be specific and up front
(can email or give document up front if appropriate)
Tell elder about your class and their interests
Sometimes an elder may NOT want to come to your
classroom and may not know how to say ‘no’…
Signals of this: They change subject or they may not give
you a definite ‘yes’ or ‘no’
Don’t force a ‘yes’ or ‘no’ Ask if they have another suggestion of a person in their
place if they cannot attend your class
Thank them for their time regardless of whether they can
visit your room or now-Yes, obvious!!!
A gift, like a dish cloth, fresh fruit, juice, dried fish, or
jarred salmon can be a nice token to give them for the time spent with you
When the elder arrives introduce her/him so the elder
sees your respect for them. The teacher should be alert for visual cues from the elder during the visit as well as be prepared to give unspoken signals back. The teacher should stay in the room.
Give the elder a chance to use traditional discipline. Be
prepared to move a child to sit by an adult who can role model how to listen respectfully. If you have problems with students degrading or ignoring an elder, have a teacher's aide or adult Native quietly intervene.
Discuss how to make a smooth transition to help the
Your students are learning how to listen. Students
From The Tlingit Moon and Tide Resource Book (K-4), editor Dolly Garza. To be published by Alaska Sea Grant early 1999.
Have a release Form, W-4, I-9 form for elder if needed Have a Plan B in case they don’t come Allow for flexibility if it is a subsistence season Be ready if they do not show up on time-it varies
Go over class norms with students prior to elder visit Help them to the classroom and get settled. They like
Ask for permission to videotape, audiotape, or allow
students to take notes on their interview or story
Remember, it is not your right to rebroadcast or write
their story without permission
Introduce them and they’ll likely have an introduction Offer them tea, coffee, juice, water Classroom set up varies: lecture, circle Teacher stays in the classroom Take break at appropriate times-energy level and health of
elder taken into consideration
Make them feel good, be casual, demand respect from
students
Students can typically ask questions afterward, not breaking tempo of
prepared talk from elder
Elders may want a visual cue for how much time remains if it is an
issue.
Elder may want a 2-4 minute finger signal from back where teacher is
standing
Teacher can physically move in next to the elder and stand by them
(letting them know in advance of this cue if elder wants it) Thank them afterward. Make them feel very appreciated! Little gift
token at this time can be given **Elders like to hear “thank you” in the students’ Native tongue. Students can come up one-on-one , say “quyanaa”, “Haw’aa”, “Gunalcheesh”, “t’oyaxsm” and first and last name (if not giving names at the beginning), and shake hand with elder
Have a plan in advance for disruptive students No students talking during elder talk Set norms: good posture (slouchers), hands and feet
Strategies used at ANSWER Camp (Alaska Native
Nonverbal, stand by student, “eye contact”, move
student by another adult, remove student from room
Learn to WATCH and LISTEN and not ask questions,
unless they are fine with it
Can encourage elder to participate in classroom projects
Types of visits:
Formal (Direct instruction or Lecture visits) Informal (During cultural arts project time sitting at a
table together
If Elder is coming back often, look into a stipend for them
$25/hour seems to be a going rate with Alaska Native
Education Program (ANEP) grants around the state
Thank you cards with picture drawn of what listeners
heard (Example: Student drawing of the Elder carefully cutting out area of mouse cache where the ground was spongy upon finding mouse food)
Beaded art project Fresh fruit or snacks Ulu Story knife Deer rattles SE Indian Drum or Yupik drum Camp or school tee shirt or sweatshirt
Don’t assume your Alaska Native students and Non-Native
students know a lot about the local culture
Don’t assume the students know the local language Sometimes elders assume students know more than they
do about their culture but the students may not
Do your homework and prep your students (i.e.-give them
additional material afterwards may be something they’d enjoy and benefit from
References
Craig, Rachel. Process of Interviewing. Fairbanks, Alaska: Alaska Native Knowledge Network, University of Alaska Fairbanks. http://www.ankn.uaf.edu/NPE/CulturalAtlases/interview.html. Garza, Dolly. 1999. The Tlingit Moon and Tide Resource Book (K-4), University of Alaska Sea Grant, Fairbanks. Retrieved on 6/20/2016. http://www.ankn.uaf.edu/curriculum/Tlingit/Salmon/graphics/ moonandtides.pdf. Ilutsik, Esther, quote Littlefied, Roby. 2000. Elders in the Classroom. Alaska Science Consortium & Alaska Rural Systemic Initiative. http://www.ankn.uaf.edu/publications/handbook/littlefield.html. Lewis, Jordan, OLLI Lecture, 2008.
Gunalcheesh! T’oyaxsn! Haa’wa! Quyana! Qagaasakung! Taikuu! Ana Baasee'! Aatlein Gunalchéesh! Quyanaq! Mahsi! Chin’un! Igamsiqanaghhalek! Camai! Thank you!