• 2014 Alaska Native Studies Conference Program

      UAS Organizing Committee (2015-08-20)
    • 2015 Alaska Native Studies Conference Program

      Alaska Native Studies Conference Organizing Committee (2015-03-06)
    • About the Authors

      ANSC (2015-08-20)
    • Alaska Native Studies 2015 Foreword

      Topkok, Sean Asiqłuq (2015-03-06)
      The 2014 Alaska Native Studies Council (ANSC) Conference was held in March in Fairbanks, Alaska. There were approximately 300 conference participants from local, statewide, and national attendees. The participants were scholars, Elders, students, and organizations who promote a deeper and more sustained commitment to integrating Indigenous perspectives into a variety of educational settings. The Alaska Native Studies Council’s mission is to identify, develop, and implement Native‐focused curricula, to promote and publish Alaska Nativerelated research and pedagogical strategies, and to develop a strategic plan to help us attain these goals.
    • Alaska Native-focused Teacher Preparation Programs: What have we learned?

      Tetpon, Bernice; Hirshberg, Diane; Leary, Audrey; Hill, Alexandra (2015-08-20)
    • Blackfish Lessons on Environmental Sustainability, Food, and Indigenous Culture

      Swensen, Thomas (2017-09-11)
      This essay, “Blackfish Lessons on Environmental Sustainability, Food, and Indigenous Culture,” examines Yup’ik interventions into understanding the place of human-nonhuman animal relations in regard to ecological sustainability. In lending consideration to Indigenous culture, the first part of the essay explicates the Yup’ik way of living, the Yuuyaraq, and its relationship to the environment. Then the essay turns toward two Yup’ik stories about blackfish, John Active’s “Why Subsistence is a Matter of Cultural Survival: A Yup’ik Point of View” (2001) and Emily Johnson’s “Blackfish,” taken from The Thank-You Bar recorded performance (Johnson, 2009), that speak to the imbrications of Indigenous culture and the environment.
    • Comments of Appreciation and Admiration for Dr. Richard Dauenhauer In Memory of Richard Dauenhauer

      Williams, Maria Shaa Tláa; Barnhardt, Ray; Olson, Marie “Kaayistaan”; Breinig, Jeane T'áaw xíwaa; Dabaluz, Gail; Jones, Alberta (2015-08-20)
    • Cooperative Cross-Cultural Instruction: The Value of Multi-cultural Collaboration in the Coteaching of Topics of Worldview, Knowledge Traditions, and Epistemologies

      Arevgaq, Theresa John; Koskey, Michael (2016-03-06)
      For four years (2011, 2013, 2014, 2015) two faculty members of the University of Alaska Fairbanks’ Center for Cross-cultural Studies have collaborated to co-teach a course entitled Traditional Ecological Knowledge (CCS 612). This course examines the acquisition and utilization of knowledge associated with the long-term habitation of particular ecological systems and the adaptations that arise from the accumulation of such knowledge. Intimate knowledge of place—culturally, spiritually, nutritionally, and economically for viability—is traditional ecological knowledge, and this perspective is combined with the needs of an Indigenous research method to better understand and more effectively explore the proper role of traditional knowledge in academic, cross-cultural research. This presentation and paper explores the strategies tested and lessons learned from teaching students from a wide variety of academic and cultural backgrounds including the social and life sciences, and the humanities, and from Indigenous and non-Indigenous cultural origins. The instructors, too—and most importantly for this endeavor—come from an Indigenous (John) and non-Indigenous (Koskey) background, and though hailing from very different cultures and upbringings work collaboratively and with genuine mutual respect to enable an understanding of variations of traditions of knowledge and their application to academic research.
    • Dancing in the air, standing out at sea: An analysis of Nalukataq, the blanket toss

      Robinson, Elizabeth (2018)
      This paper is a movement analysis of the blanket toss (nalukataq), an event currently manifested at the World Eskimo Indian Olympics (WEIO). First, I examine the tradition’s history and development over time as portrayed in scholarly literature on the Iñupiat whale festival. Then, I examine the blanket toss as one of many Iñupiat and Alaska Native games sharing common characteristics. Finally, I investigate the blanket toss as a WEIO competitive event, now shifted from its original site specificity and traditional context. In particular, I look at the essential components of a successful toss as defined by WEIO criteria, employing a phenomenological approach in my analysis in order to focus on the primacy of realization and reveal the ways in which aspects of the modern competitive performance may embody traditional Alaska Native cultures and values.
    • Diaries of Archaeological Expeditions to Alaska with the Smithsonian's Aleš Hrdlička in 1936, 1937, and 1938

      Veltre, Douglas W.; May, Alan G. (2021-01)
      For three summers in the late 1930s, Dr. Aleš Hrdlička, the preeminent physical anthropologist in the United States in the first half of the 20th century, led expeditions to southwestern Alaska to investigate the earliest peopling of that region. Curator of Physical Anthropology at the U.S. National Museum at the Smithsonian Institution in Washington, D.C., the acknowledged “founding father” of physical anthropology in the United States sailed north with small crews of young men—whom he called his “boys”—in the summers of 1936, 1937, and 1938 to probe ancient villages, camps, and burial places on Kodiak Island and throughout the Aleutian Islands. Only one member of his crews took part in all three of these expeditions—Alan G. May. While nearly everyone who knew Hrdlička recognized him to be a kind and often generous scientist of world renown, albeit an elite and difficult taskmaster, May developed an affection for him and an interest in Alaskan archaeology that brought him back on each summer’s venture. For his part, Hrdlička considered May to be his “best man.” Most important, unlike Hrdlička’s other crew members, May kept detailed and lengthy diaries of each summer’s thoughts and experiences. Those documents, presented here, offer insights into both May’s own character as well as his personal perspective on—as Aleš Hrdlička has recently been called—“a most peculiar man.” May’s diaries have been transcribed, edited, and made available through Archives and Special Collections, University of Alaska Anchorage/Alaska Pacific University Consortium Library (henceforth, the Archives), with the support of the Aleutian Pribilof Islands Association, the not-for-profit Alaska Native Corporation for the region. In this introduction, I offer some brief historical context to those diaries. I begin with background on Hrdlička, including his place in the discipline of American anthropology and his interest in Alaska studies. Next, I outline the significance of the Kodiak Island and Aleutian Islands region to Hrdlička. This is followed, based in part on my personal association with him, by notes about Alan May and his participation in Hrdlička’s research in Alaska. Following this, I outline the three expeditions and their participants. Finally, I offer observations on May’s diaries and the manner in which they are presented here. --Douglas W. Veltre, Emeritus Professor of Anthropology, University of Alaska Anchorage
    • English Studies as a Site for Healing: A Conversation about Place-Based and Indigenous Pedagogies in the English Classroom

      Stone, Jennifer; Brook Adams, Heather; Snoddy, Tayler; Mack, Samantha; Nicolet-Lloyd, Hailey; Nasruk Davis, Arlo (2017-09-11)
      This article summarizes a roundtable discussion from the 2016 Alaska Native Studies Conference among professors and students from two English Studies courses at the University of Alaska Anchorage: History of the English Language and History of Rhetoric. Jennifer and Heather discuss how the courses are traditionally taught and how they redesigned the courses to incorporate place-based and indigenous pedagogies. Then, Tayler, Samantha, Hailey, and Arlo--students from a range of backgrounds who took one or both of the classes--describe how the courses encouraged them to develop critical perspectives, build new knowledge through undergraduate research, and experience personal and professional transformations that led to advocacy. The dialogue provides a range of pedagogical perspectives and considers English Studies as a potential site for cultural and historical healing.
    • Front Matter

      ANSC (2015-08-20)
    • Indigenous Knowledge Systems and Cross-Cultural Research

      Barnhardt, Ray (2015-03-06)
      The initiatives outlined in this article are intended to advance our understanding of cultural processes as they occur in diverse community contexts, as well as contribute to the further conceptualization, critique, and development of indigenous knowledge systems in their own right. Just as those same initiatives have drawn from the experiences of indigenous peoples from around the world, the organizations and personnel associated with this article have played a lead role in developing the emerging theoretical and evidentiary underpinnings on which the associated research is based. The expansion of the knowledge base that is associated with the interaction between western science and indigenous knowledge systems will contribute to an emerging body of scholarly work regarding the critical role that local observations and indigenous knowledge can play in deepening our understanding of human and ecological processes, particularly in reference to the experiences of indigenous peoples. This article addresses issues of relevance to underserved populations in Alaska and other geographic regions inhabited by indigenous peoples. It provides a much-needed impetus toward organizing research and education support structures that contribute to the broadening of an infrastructure fostering the use of multiple knowledge systems and diverse approaches to research. The international scope of the initiatives described provides multiple benefits derived from the economies of scale associated with linking numerous small-scale populations, as well as increased applicability of outcomes associated with the extensive opportunities for cross-cultural comparison.
    • It’s more than just dollars: Problematizing salary as the sole mechanism for recruiting and retaining teachers in rural Alaska

      DeFeo, Dayna; Hirshberg, Diane; Hill, Alexandra (2018)
      Staffing rural Alaska schools with a stable workforce of qualified teachers has been perennially challenging, and the failure to do so harms student achievement. In the spring of 2014, the Alaska Department of Administration contracted with the Center for Alaska Education Policy Research to produce a uniform salary schedule and community cost differentials with the objective of attracting and retaining highly-qualified teachers to Alaskan communities. In this paper, we summarize the findings of that study, including opportunities for significant teacher salary increases. However, we discuss the role of salary in teachers’ decisions to stay or leave rural communities, noting that other working conditions are stronger predictors of teacher attrition. We argue that salaries alone will not ensure a stable and qualified teacher workforce, instead positing that efforts to improve Alaska’s rural schools and teacher retention outcomes will require both adequate compensation and attention to the working conditions.
    • Monty's Bridge to Tomorrow (モンティの明日への架け橋)

      Harada, Hiroko; Ushida, Eiko; Kataoka, Hiroko; Izumi, Yuruka; Douglas, Masako; Chinen, Kiyomi; Tokuda, Junko; Masuyama, Kazue; Murakami, Chisato; 原田宏子; et al. (2014-07-04)
      本書の「モンティの明日への架け橋」は、2011 年3 月11 日の東日本大震災の津波で亡 くなったアラスカ大学アンカレジ校(University of Alaska Anchorage [UAA]) の卒業生、 モントゴメリー・ディクソン(モンティ)を記念して作成されました。モンティは、 UAA で日本語を専攻して2009 年に卒業し、その夏JET (Japan Exchange and Teaching) プログラムで 岩手県陸前高田市に派遣され、外国語指導助手(ALT)として、地元の小 中学校の英語教育に従事しました。日本文化をこよなく愛し、地元の住民の方々と家族 のように交わり、「モンティ先生」として親しまれていました。津波に流される数時間 前には司馬遼太郎の「世のために尽くした人の一生ほど、美しいものはない」の英訳を 書き残しています。26 歳でした。 この震災では、もう一人のJETALT、バージニアのランドルフ・メイコン大学出身のテ イラー・アンダーソンさんが石巻で津波の犠牲となりました。国際交流基金日米センタ ー(Center for Global Partnership [CGP]) では両氏の出身校において記念事業を実施し、 その一環として、UAA には2012 年に「モントゴメリー・ディクソン日本語日本文化教 育センター」(Montgomery Dickson Center for Japanese Language & Culture) が設立されま した。当センター企画の「モンティの明日への架け橋」の教科書の企画は2013 年と 2014 年の二年間に渡るCGP の助成金により実現しました。 本書は、カリフォルニア大学サン・ディエゴ校の牛田英子、ならびにカリフォルニア州 立大学ロングビーチ校の片岡裕子の監修の元、9 人の日本語教師によって執筆され、大 学レベルの日本語中上級を対象に作成されています。陸前高田市で無料の英語教室を開 講していたモンティの精神にのっとり、オンラインで無料配布いたします。多くの教 師・学生の皆さんに利用していただき、「太平洋の架け橋」となるというモンティの夢 を皆で実現していくことを心から願っています。
    • A Pilot Evaluation of the Performance Diagnostic Checklist for Assessing Employee Satisfaction and Support in Call Centers

      Kiester, Rebekah (University of Alaska Anchorage, 2020-04-13)
      Call center employees play a critical role in providing customer service, and directly influence customer satisfaction and retention (Slowiak, 2014). Determining what variables influence employee satisfaction and performance in call centers is crucial for organizations and businesses to support their employees. The Performance Diagnostic Checklist (PDC) was developed to identify variables that influence employee performance (Austin, 2000). The PDC has been found to be effective in a variety of settings, but a review of the literature indicates it has not been used to assess employee support in financial institutions. This study aims to adapt the PDC for use with employees in a financial institution call center to systematically assess factors related to employee support throughout the department. Results of the study indicate overall high levels of employee support, but indicate the potential for improvement in communication of department performance indicators as well as monitoring and providing clear performance feedback.