ࡱ> _a^{ 8bjbjzz .<@@D$G,,,,FGGGGGG$ICLZ$GE$G,,iG111*,,F1F11"BX F,`q]1zC(FG0GChL1LP FL F1$G$G1GL@ `: Teaching Notes Two Cultures, One School: St Marys, Alaska by Ray Barnhardt Abstract: For the past 40 years, the St. Mary's School District has pursued the goal of bringing the educational experiences provided by the school in line with the social, cultural and economic aspirations of the Yup'ik Eskimo community it serves. With strong and sustained leadership from the school board and with continuity provided by a stable and dedicated local staff, the district has sought to bring the communities wishes to bear on the school through a culturally articulated curriculum that seeks to balance the learning of Yup'ik ways with the learning needed to survive in the world beyond St. Mary's. This continues to be a delicate balancing act, but the board is committed to pushing ahead, and the higher-than-average presence of St. Mary's graduates in institutions of higher education and in leadership roles in the state, indicates that its perseverance is paying off. Drawing from the St. Mary's experience, we can extract some valuable lessons to guide other schools and communities in their efforts to establish "culturally responsive" educational programs for their students. Learning Outcomes: Students will understand the place of schooling in supporting the life ways of the Yupik people in Southwest Alaska. Students will understand the steps that the people of St. Marys. have taken to regain control over education for their children. Students will understand the difference between schooling and education. Students will be able to participate in and contribute to the subsistence life ways of the Yupik people. Students will learn about the cultural values and guiding principles that underlie Yupik society. Students will understand how to integrate traditional knowledge and Native ways of knowing into their daily life. Students will learn how to translate the Alaska Standards for Culturally Responsive Schools into practice. Students will develop a sense of place compatible with their way of life. Students will develop an appreciation and respect for the role of Elders in St. Marys life. Key Concepts: Schooling vs education, traditional knowledge and ways of knowing, , cultural standards, sense of place, culturally-based pedagogy Intended Audience: Appropriate for students at any level in college classes, including graduate students. Especially appropriate for classes in cultural studies, political science, anthropology, education, and American Indian/Alaska Native Studies. Assessment: Student learning can be assessed in a variety of ways, often involving producing some written response to the case such as a reflective essay, position paper, etc. A short in-class series of questions is one simple way to gather information on individual learning. In addition, it is often useful to ask them to do a written assessment of their group's work together on the case as well as the case itself. See the Enduring Legacies website for additional suggestions.Students may also draw upon the Guide to Implementing the Alaska Cultural Standards for Educators as a form of performance assessment (www.eed.state.ak.us/standards/pdf/cultural_standards.pdf ). Discussion Questions: St. Mary s and Yup ik Cultural Tradition Review the history of education in the lower Yukon region? What role did the mission school play in the development of schooling in the village of St. Marys? What is the relationship between Yupik culture and the environment? What role does Yupik cultural tradition play in shaping the actions of the people of St. Marys in gaining control of their local school? How was local leadership exercised in establishing the political capacity to form their own school district? What role did Elders play in forming an independent school district? What are some factors that have contributed to the long-term survival of the St. Marys school and community? Integrating Yupik and Western Knowledge in the School Curriculum How does the St. Marys school reconcile Yupik cultural tradition with the imperatives of western schooling? Describe the role of place in shaping the relationship of Yupik people to the environment in which they live. How do traditional ways of knowing and world view come into play in the St. Marys school and community? How do the St. Marys parents contribute to the educational processes in their school? How does the Yupik language come into play in the St. Marys school and community? Asserting Traditional Cultural Values What was the purpose of articulating the cultural values that underlie the Yupik traditions and knowledge system in St. Marys? How can the school imbed the Yupik cultural values in the school curriculum? How would you go about determining the strengths and weaknesses of the St. Marys school? Based on the goals established by the community of St. Marys in asserting control of their school, how successful would you consider their efforts? Why? Alternative Teaching Approach: Place-based and Experiential Learning The St. Marys school has recently adopted a place-based experiential learning approach in its curriculum, including extended periods engaging the students, teachers and community members in a traditional cultural camp setting with an emphasis on Yupik ways of knowing. How would go about implementing such an approach in your school? 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[ @Verdana5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"hgcS )cS )!4$ 2qKP ?l-2!xx Teaching NotesTSSbarbaraP            Oh+'0H    (08@Teaching NotesTSSNormalbarbara2Microsoft Office Word@@iA@RT]@RT]cS՜.+,D՜.+,T hp  THE EVERGREEN STATE COLLEGE)  Teaching Notes Title 8@ _PID_HLINKSAJ&http://www.ankn.uaf.edu/Publications/ standards  !"#$%&()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMOPQRSTUWXYZ[\]`Root Entry F@q]bData 1Table'LWordDocument.<SummaryInformation(NDocumentSummaryInformation8VCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q