KEYNOTE: SEAN ASIQŁUQ TOPKOK
Kultuvrralaš Atlasat
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Cultural Atlases |
Kultuvrralaš atlasat mearkkaša oahpahus- ja fágalaš strategiija mas lea ulbmil veahkehit oahpaheaddji geavahit dálá teknologiijaid oktan kultuvrralaš ja akademalaš osiin K-12 skuvlla oahppoplánas ja eará eahpeformálalaš pedagogalaš vejolašvuođat. Lea ovdánahttán ja organiseren kursamodulaid daid čuovvovaš fáttáid mielde: Iežan muitalus, sohkamuorra, vuorrasiid jearahit ja báikegotti historjá. Dan kapihttalis áiggun iežán persovnnalaš muitalusa juogadit movt lea bajásšaddat máŋggabealat duogážiin. Čájehan maid lean fuobmán iežán sohkadutkamis, čálalaš ja njálmmálaš historjjá bokte. Juogadan osiid vuorrasiid ja bearraša jearahallamiin. Guorahalan sihke Iñupiat álbmoga ja sámi báikegottiid historjjá. Go bidjá visot oktii, de ihttá mu duogáš.
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“Cultural Atlases” represent a teaching and curricular strategy intended to provide a means by which educators can integrate current technologies with cultural and academic elements of the K-12 school curriculum and other informal educational opportunities. The following are themes or topics for which the course modules have been developed and organized: My Own Story, Family Tree Project, Interviewing Elders, and Community History. In this chapter, I share my own personal story growing up with mixed heritage. I reveal my discoveries about my genealogy, through written and oral history. I share excerpts of Elder and family interviews. I look at a community history for both Iñupiat and Sámi. Combining everything, my heritages are revealed.
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