This study qualitatively describes a) the implementation of culturally relevant education (CRE) programs for Yup’ik youth in Quinhagak, Alaska that developed from the Nunalleq Project—a nearby archaeological excavation—and b) community members’ and program facilitators’ perceptions of associated youth social and psychological outcomes. Ten semi-structured interviews (seven community members, three program facilitators) were undertaken and analyzed using constant comparative analysis. Community members and program facilitators attributed numerous outcomes to the Nunalleq-related CRE, such as imparting practical skills (e.g., wilderness survival, artistic and technological skills), teaching young people to value their heritage (e.g., educating them about the struggles their ancestors overcame), and psychological outcomes (e.g., improving self-esteem). Interviewees also offered specific recommendations for planning future local CRE programs. These results provide guidance for local program planners and a framework for researchers to directly assess CRE outcomes in Quinhagak. This project is a step towards the development of a systematic approach to CRE outcome evaluation rooted in community members’ perspectives. Educators developing archaeology-inspired CRE programs in other Indigenous communities may also draw from this study’s results.
O'Rourke, Sean R.; Turner, Justin J.; and Ritchie, Krista
2018 Key to the Past: Community Perceptions of Yup’ik Youth Interaction with Culturally Relevant Education Inspired by the Nunalleq Archaeology Project. Journal of Archaeology and Education 2
Available at: https://digitalcommons.library.umaine.edu/jae/vol2/iss4/1