Module 3: People, Places, and Practices

What is culture?  How can it be defined?

Like stated in the introduction, culture cannot simply be one standard definition.  The word culture has been used and misused to the point that the word itself can mean multiple different things in different contexts.   Upon doing further research, I came across an article that quotes multiple versions and definitions of culture.  I have picked out my favorites to examine.  Please visit the link here to review the other definitions and examples.  

The first definition states that culture is defined as "the shared patterns of behaviors and interactions, cognitive constructs, and affective understanding that are learned through a process of socialization. These shared patterns identify the members of a culture group while also distinguishing those of another group."  

If we focus on this definition, then culture is more socially based and less on ethic groups, environments, and "places."  


After pondering this definition, I began to realize that my own definition of culture was changing.  I had previously said in my life that I do not have a specific "culture;" that my culture is kind of a mesh of many.  However, this definition of mine was more relating to my heritage and ethnic groups.  By looking at this definition, I have realized that culture is much more.  Culture is the process by which we think, act, and react in a society based on our own learned behaviors and morals.  
 
However, culture is also influenced by an environment in which one lives which is where some of the confusion of culture lies.  People often relate culture to a specific group of people in a specific place.  We are all influenced by our environments.  The places in which we live and identify with shape our behaviors, interactions, and cognitive constructs which is turn is our "culture" as stated in the above definition. 


Another definition that makes this more clear and less abstract is one that states that culture is not just "artifacts, tools, or other tangible cultural elements but how the members of the group interpret, use, and perceive them."  I often contributed culture to these tangible elements.  However, when we contribute culture to "artifacts" we lose sight of the people which make up that culture which in an essence is the heart of a culture.

How do you explain your own cultural identity?

As I stated above, in the past I didn't think I really had a "culture."  I identified myself as being a part of the large "melting pot" that the U.S. is typically associated with.  After this lesson and delving more into what culture actually entails, I am beginning to realize my own cultural identity.  

My cultural identity is strongly based on my morals and ethics which affect my interactions and behaviors.  I identify with a society that believes in a strong work ethic and that with hard work, anything can be achieved.  I identify with a society that works through struggles and does not easily give up.   I interact in ways that support this identity and surround myself with other people who share the same values. 

Picture courtesy of Google images

 

Evaluation
I have to say that this has been my favorite module so far.  It encouraged me to think outside of my normal realm and challenged some of my previous assumptions of what a culture entails.  I like that this module was multifaceted in that it included different things that shape a culture such as the contact with other groups of people as well as included resources to research specific Alaska Native Cultures. 

Colleague Comments:

Brenda's Alaska blog has some great pictures to accompany the issues of tectonic forces and volcanoes.

Clair's Blog

I really like how Claire gave practical applications to how we as educators can inform others of Alaska's natural systems.

Miss Mannen's Blog

I like her perspective and examples on how digital technology changes our perception of our "natural systems."

 

Module 2

How does knowledge of natural systems inform our understanding of cultural systems?

Throughout history, our natural systems have been changing and evolving.  It would be ignorant to say that this doesn't affect other systems in our world including the local cultural systems.  People are adaptable and must be in order to keep up with our ever changing world.  When we understand these natural systems, we can directly relate it to the cultural systems of an area and draw some conclusions of why and how people react and relate to their environment.   


In Southeast Alaska, the local cultures rely on our natural systems and subsistence living in order to live and survive.  For example, the Tlingit and Haida tribes of our area have survived for generations living on what the ocean and lands provide.  When our natural systems change such as climate, weather patterns, and rising and lowering water levels, this directly affects the fishing and hunting patterns of the tribes.  


The following website explains the history, culture, and means of living for the Tlingit and Haida tribes here in Southeast Alaska.  It provides a great overview of how the cultures live and how they have evolved throughout their changing environments.  


Tlingit and Haida History

I also found another great essay on how climate change affects the natural and cultural systems of an area. 


Climate Effects on Natural and Cultural Systems

What are some differences between traditional Native knowledge and Western science?

Living in Southeast Alaska has helped me understand the differences between traditional Native knowledge and Western knowledge through the explanations of my students.  My Kindergarteners are extremely honest and give heart felt explanations for why things happen the way they do.  I have had numerous occasions where you can tell the differences in Native thought versus someone who is not Native.  


My Native children explain why some things happen in relation to stories they have heard from their grandparents, elders, community members etc. while some of my non Native students explain it through means of science or learned knowledge.  For example, when studying weather, I asked my students where the rain comes from.  One of my little girls raised her hand and started to explain the process of evaporation in her own words (water from the ocean flows up to the sky and then it comes out as rain again etc.)  This answer was highly scientific for her age, but somewhere she had learned this concept before.  I then asked if anyone else had another explanation.  One of my native students then raised his hand and said that the Earth gives us rain to help things grow.  


This was the absolute clearest difference between Native knowledge and Western science.  Western science demands to know facts, processes, and documented studies and evidence, where Native knowledge sometimes only demands a one or two word answer based on oral traditions and stories passed down throughout generations.  Sometimes, we do not need to know why, but rather accept it as the natural phenomenon that it is.   







             
                Western View

 






            Native View

Evaluation

This weeks Module was quite a bit more extensive than the first.  However, I still feel that the layout was still pretty easy to follow most times.  I did have to revisit the blog pages multiple times to make sure I had been to all of the links and required readings but I still managed!  It was very interesting to review the different natural occurrences that have happened throughout Alaska's history such as all of the volcanic activity and earthquakes.  I always find it interesting to see the interconnectedness of things and this Module clearly led to this type of knowledge and understanding. 

Module 1: Colleague Comments

Claire, I really like how you gave a personal example of how outside factors can influence your own actions in relation to preserving your sense of place. 
It got me thinking of how my native students feel when things around their environment are changing due to outside influences. 

Brenda, I really love how you talk about how an awareness of place is important to establish a rapport within the school and community.  This is extremely true in regards to parents.  In order to have good communication with parents and to help encourage them to become involved in their children's education, having an awareness of their place and being sensitive and accepting of their own home will be of great benefit.

Heather, this last statement of yours is very powerful.
"Place-based education would prepare our students to live and work while sustaining the cultural heritage of the place they inhabit, whether they stay in Wrangell or journey to a knew place."

As teachers, I think we all hope that this is what our students will get out of their education; the ability to function in society, be able to secure jobs for a hopeful future, but at the same time, maintain a sense of pride in their culture and home communities wherever they may end up in life. 

Module 1

Why is an awareness of Place important? 

Place isn't only defined as the natural environment in which we live, but the people and interactions that happen within that environment.  Knowing a community's unique situation can explain a lot of questions that may arrive such as why people act a certain way, the values people hold and why, and an overall

general understanding of an area.  

An awareness of place is important in order to become and active participant in a community and society in general.  

As a teacher, an awareness of place is extremely important so that I can provide the best quality instruction to my students.  For example, if I do not understand the local resources, community structures, and family structures, I will not be able to help students make their own connections to their environments.  

Often times, in my basal reading series, there are stories that talk about city life, taxi cabs, and subway systems. While it is important for students to learn about other ways of living and environments, they are not going to take away as much from these stories as they would from a story talking about boats, ferries, or float planes (our common ways of travel off island).  By using stories that are relevant to our own environment, students will feel more connected with their learning.   

How can an awareness of Place create better learning for Alaska students?

As educators, we are always being told to make learning meaningful for our students.  Any way we can link a topic to a child's environment or situation has been shown to increase comprehension and have a lasting impact for the students.  In order to develop and foster these connections, my students and I both need to have an awareness of place.  

  

An awareness of place helps foster unique connections for the ability to transfer knowledge to several situations.  An awareness of place also helps develop the social skills needed to be an active participant in society such as empathy and compassion.  Being aware of ones surroundings and environment will help students put common knowledge into it's appropriate context.  For example, what may be a social norm in one environment may not even surface in another.  An awareness of place will also help students effectively communicate with multiple different audiences which is a skill that is essential throughout life.

Finally, if students are aware of their unique environment and everything it has to offer, they will begin to take pride in their community and strive to make it a better place for all.  Sometimes, students in small communities get bogged down and can't wait to just "get out."  I admit, I felt the exact same way as a teenager growing up in a small town where the rumor mill seemed to be the only thing that mattered at some times.  However, by leaving and experiencing other environments, I was able to realize that all communities have something unique to offer.  Like in my instance, students will need to experience other places in order to develop their own awareness, and we as teachers can help show them other environments (through media or other learning experiences) to help strengthen their development in order to become lifelong learners.

Evaluation

This module was a great introduction to this course.  Because I am new to Alaska and my school district, it helped me reflect on this specific "place" in which I am currently located.  The community in which I live now has many different dynamics than what I grew up in, and I am gaining a new awareness of place because of this.  Many of my students have never left the small island in which they live and many do not have anything to compare their community to.  By reflecting on how an awareness of place is important for learning, I will continue to strive to help students make connections to their own environments and those environments of others.  

My Favorite Place

Although I have only lived in Southeast Alaska for 7 months, I already feel a very strong connection to this place with never ending beautiful landscapes.  Because my husband and I had planned on moving to Alaska for several years, it immediately became home when we arrived.  When I get bogged down with all the stresses of work, bills, and so forth, it completely clears my mind when I take a quick walk down to the beach to explore the natural elements of the sea life.