Extension is not equitably serving Indigenous communities due to the effects of colonization in the Land Grant System, a lack of funding, and a lack of understanding of the needs of Indigenous communities. The concept of food sovereignty offers a way to create meaningful educational programming and, despite the inequitable access to services,…

For the past five years, the Alutiiq Museum and Archaeological Repository has been documenting intricacies of the Alutiiq language with the help of Elder speakers and a grant from the National Science Foundation (#1360839). The project's primary focus has been recording vocabulary, grammar, and ways of speaking for this threatened Native Alaskan…

Indigenous educational models in higher education that incorporate Elder wisdom, knowledge, and experience are supported by educators but often not well understood or implemented. This study provides an in-depth exploration of six Elders' experiences serving as members of university instructor teams in a Rural Human Services university program.…

Eco-heroic quests for environmental communion continue to be represented, mediated, and glorified through film and media narratives. This paper examines two eco-heroic quests in the Alaskan "wilderness" that have been portrayed in two Hollywood motion pictures: the movies "Grizzly Man" and "Into the Wild". Both films…

Native students must be taught to deconstruct their history of assimilation in order to understand their current struggles and to strengthen their cultural identity. As an example of this, the paper considers how community education was justified, carried out and implicated in Inupiat assimilation practices during the first 20 years that the U.S.…

Written by one of the tribe's few remaining members and based on oral history and legend, this study traces the history of the Tsetsaut tribe, ancient original inhabitants of the Portland Canal area of southeastern Alaska. Chapters recount the quest for the coast, legends of Portland Canal, exploration of the area, material culture, establishment…

This reference guide catalogs over 700 citations of written material, films, recordings, and photographs about Alaska women from 1896 to 1985. Each entry contains author, title, periodical citation or source, and a brief description. Major subject areas include adventure, agriculture, anthropology, art and music, aviation, churches and missions,…

The collection of 21 narratives of the Tatl'ahwt'aenn (Upper Ahtna, or Headwaters People) of Alaska focuses on stories about historical events and traditional territory. The stories are told by six elders in Upper Ahtna, one of four dialects of Ahtna, an Athabaskan language. An introductory section offers background information on the population,…

During the year the field force of the Bureau of Education in Alaska consisted of 5 superintendents, 1 assistant superintendent, 116 teachers, 9 physicians, and 11 nurses. Sixty-nine schools were maintained with an enrollment of 3,635. School buildings were erected at White Mountain, whither the Eskimos had migrated from Council; at Elim, within a…

Pursuant to the Native land claims within Alaska, this compilation of background data and interpretive materials relevant to a fair resolution of the Alaska Native problem seeks to record data and information on the Native peoples; the land and resources of Alaska and their uses by the people in the past and present; land ownership; and future…

The 80-year history of education at Eagle on the Yukon (Alaska) includes 40 years when a dual system (white-Indian) was in operation, times when only one school was open, and changes following statehood. Eagle City was founded in 1898; the first white school opened in 1901 with seven students. The Indians lived at Eagle Village, 3 miles upriver.…