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 the subject until it all comes together and finally comes to the lesson or point. Be patient, allow the Elders to share their culture in their own way.”~ Dr. Dolly Garza, PhD., Fisheries Science, U of Delaware, (Haida)

Terminology with Local Tradi3onal Knowledge — 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 Oscar Kawagley (Yup’ik) stated some indigenous people do not like this term with ‘traditional’ as it sounds old and outdated.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 of Native ways of knowing

Research from Jordan Lewis, PhD, (Aleut) U of Washington faculty 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)

More wise words from Dr. Lewis… What role do Native Elders play in the community? — 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

About our Elders (and Cultural Experts)… — Elders do not preserve culture, they live it — Elders are highly respected as the person with the knowledge and skills — ‘Experiencing and practicing’ the traditional ways is very important for retention and sustainability to Native ways of knowing — Elders can share local traditional knowledge (LTK) in the classroom, or better yet, out of the classroom in their environment.

Ways to Ask Elders to Share Their Knowledge — 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

Just say ‘No’ to your classroom visit invite ??!? — 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

Other Elder 3ps from Dr. Dolly Garza, PhD — 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 mode l 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.

More from Dolly… — Discuss how to make a smooth transition to help the elder leave the class. Agree on some visual signals and ground rules. — Your students are learning how to listen. Students should refrain from interrupting to ask questions. There will be a proper time to ask questions. From The Tlingit Moon and Tide Resource Book (K-4), editor Dolly Garza. To be published by Alaska Sea Grant early 1999.

Before the Elder Visits Your Classroom… — 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 depending on the elder — Go over class norms with students prior to elder visit — Help them to the classroom and get settled. They like students helping with this (Greeting them at the door)

Elder is IN the House… — 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

Elder Talk and the Wrap up — 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

Disrup3ve students?? — Have a plan in advance for disruptive students — No students talking during elder talk — Set norms: good posture (slouchers), hands and feet to self, stay awake, attentive to guest speaker — Strategies used at ANSWER Camp (Alaska Native Student Wisdom Enrichment Retreat): — 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

What next? — Can encourage elder to participate in classroom projects or discussion again — 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

GiZ ideas if money is not an op3on: — 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

Assump3ons — 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

Our Expecta3on… We as educators and students of Indigenous knowledge have an added responsibility educating those who missed out on traditional learning opportunities. ~Ester Ilutsik A favorite teaching mantra... Teaching is Learning

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!