The underlying purpose of the AK RSI has been to implement a set of initiatives to document the indigenous knowledge systems of Alaska Native people and develop pedagogical practices and curricula that appropriately incorporate indigenous knowledge and ways of knowing into the formal education system. The systemic reform focus of the AKRSI reform strategy is the fostering of connectivity and complementarity between two interdependent but historically disconnected, alienated complex systems - the indigenous knowledge systems rooted in the Native cultures that inhabit rural Alaska, and the formal education systems imported to serve the educational needs of rural Native communities. Within each of these evolving systems is a rich body of complementary scientific and mathematical knowledge that can serve to strengthen the educational experiences and improve the academic performance of students throughout rural Alaska. The following initiatives constitute AKRSI educational reform strategy:
Culturally Aligned Curriculum/Cultural Standards Village Science Applications and Careers/ANSES Chapters, Camps and Fairs Indigenous Science Knowledge Base/Multimedia Cultural Atlas Development Native Ways of Knowing/Parent Involvement Elders and Cultural Camps/Academy of Elders
The initiatives above will be implemented on a region-by-region basis, building on Phase I to integrate the reform process into the everyday workings of the schools and districts to a sustainable level by the end of Phase Il. Also an array of statewide intiative will be implemented to support the activities at the local and regional levels. Following is a summary of the statewide initiatives relative to the implementation of the Regional initiatives during Phase II.
Math/Science Performance Standards and Assessments Alaska Standards for Culturally Responsive Schools Cultural Frameworks for Curriculum Native Educator Associations Alaska Native Knowledge Network Consortium for Alaska Native Higher Education
The experience and academic achievement successes gained during Phase I, are the basic strategy for Phase II, but will be continued with greater intensity and delineation. of emphases. The locus of activity will be in the same 20 rural school districts as partners in those schools with the primary differences during Phase II being the concentration of effort and increased emphases on sustainability of the initiatives.
