Alaska Native Students Whose Teachers Reported Either. Daily or Extensive Use of an. Montana Guaranteed Student Loan Program. Montana GEAR UP.
Education in one form or another has been an essential ingredient contributing to the cultural and physical survival of the indigenous peoples of Alaska for millennia in an oftentimes harsh and inscrutable arctic environment. The accumulated knowledge systems, worldviews, and ways of knowing derived from first-hand engagement with that environment were integrated into the fabric of the indigenous societies and were passed on seamlessly from one generation to the next in the course of everyday life. Education was an integral part of a self-sustaining cultural system. With the arrival of the early explorers, traders, missionaries, and teachers, a collision of worldviews occurred, including the introduction of competing ways of learning, thus disrupting the balance in the traditional system.
Gradually, a new form of education was introduced in the form of “schooling,” operating on the assumption that the introduction of Western ways through Western institutions would transform Native people into citizens of the “modern” world. But after 100 years this Western system is inadequate on the river banks and ocean shores that Alaska Native people call home, providing for neither the cultural nor the academic well-being of most of the Native students entrusted to its care. As a result of many years of frustration and broken promises at the hands of outside educational experts, Native people are now asserting their own ideas for transforming schooling into a more culturally adaptive form of education, and they are finding ways to improve the quality of education for all students in the process. Schools throughout Alaska are being refocused by bringing together the deep traditional knowledge of Alaska Native people with Western-based constructs, principles, and theories—particularly those emerging under the banners of the newly established sciences of chaos and complexity (Waldrop 1994, Gleick 1987). The insights derived from the study of complex and adaptive physical, biological, and economic systems are being applied to people’s understanding of the dynamics associated with the convergence of diverse cultural and educational systems (for example, schools in indigenous communities). The principles of self-organization associated with the study of complex adaptive systems are being brought to bear on education in rural Alaska through the educational reform strategy of the Alaska Rural Systemic Initiative (AKRSI).
AKRSI was established in 1994 under the auspices of the Alaska Native/Rural Education Consortium, representing more than 50 organizations involved in education in rural Alaska. The institutional home base and support structure for the AKRSI is provided through the Alaska Federation of Natives in cooperation with the University of Alaska, with funding from the National Science Foundation.
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Korg legacy collection mac keygen. The purpose of AKRSI is to implement a set of initiatives that systematically document the indigenous knowledge systems of Alaska Native peoples and develop pedagogical practices that appropriately integrate indigenous knowledge and ways of knowing into all aspects of the education system. In practical terms, the most important intended outcome is an increased recognition of the complementary nature of Native and Western knowledge, so both can be more effectively utilized as a foundation for the school curriculum and integrated into the way educators think about learning and teaching.
The educational initiatives themselves are implemented on a rotating cycle, organized specifically for each major cultural region that makes up Alaska, so that the educational components can be tailored to fit the particular cultural context in which they are situated. The central focus of the AKRSI reform strategy is to foster a connection between two functionally interdependent but largely disconnected systems—the indigenous knowledge systems rooted in the Native cultures that inhabit rural Alaska, and the formal education systems that have been imported to serve the rural Native communities. Within each of these evolving systems is a rich body of knowledge and skills that, if properly used, can strengthen the quality of educational experiences for students throughout rural Alaska. Indigenous Knowledge Systems The 16 distinct indigenous cultural and language systems that still exist in rural communities throughout Alaska have a rich cultural history that still governs much of everyday life in those communities. For over six generations, however, Alaska Native people have experienced recurring negative feedback in their relationships with the external systems that have been brought to bear on them.