Evening at Egan

The cancellation of cruise ships during Summer 2020 due to the COVID-19 pandemic provided an unprecedented opportunity to assess humpback whales in the near absence of whale-watching vessels near Juneau. Heidi Pearson will present her collaborative study with UAF and NOAA to assess humpback whale residency patterns and stress hormone levels during this unusual time.

The current disruptions to education have led to passionate conversations analyzing the status of the education system and student success across the state and the nation. This presents a unique opportunity for parallel conversations about the history of disruptions to Alaska Native education systems and their impacts. Mischa will share her perspective and understandings of the history of Alaska Native education as well as explore the power of acknowledgment. Focusing on its role as an inherent value of Indigenous communities, and the role it can play in school systems wanting to create space for our students to thrive.

Water is life. A familiar phrase frequently spoken today. We exist in water throughout our lives dependent on it from conception, until our last water vapor breath. Indigenous peoples around the world maintain an intricate relationship with water. It is considered to possess beinghood, with rights. This importance is reflected in traditional ecological knowledge, passed through the generations in oral traditions as creation stories. Lessons in that hold true even today, thousands of years after they were first spoken, because our human dependence on water has not changed. Science curriculum and western-based pedagogies within mainstream education systems do not reflect the true nature of Indigenous knowledge systems nor the deep connections Traditional knowledge systems have developed over thousands of years. The absence of this knowledge base can inadvertently communicate a deficit-based STEM identity, which can directly impact Native youths’ participation and engagement in STEM. Acknowledging the importance of students’ connection to place and incorporating that connection into STEM education provides a familiar and safe space for STEM learning, builds confidence in students STEM identity, and provides historical context for Traditional Knowledge systems.

Chalyee Éesh will speak about the interrelationships between tribes, corporations, and city, state and federal governments. He will discuss understanding tribal sovereignty and being good neighbors. He will also talk about how healthy tribes make healthy communities.

Markis will discuss why fisheries are important, especially in Alaska. He will provide a history of Alaskan fishery enhancement and aquaculture in Alaska.  An overview of mariculture will include information about species that are cultivated in Alaska, production numbers in Alaska and nationwide.  

Ronalda will discuss her work with Southeast Alaskan leaders on the Alaska Native Success Initiative for UA. Ronalda will give an update on this work, which seeks to improve the participation and success of Alaska Natives through educational achievement statewide, as well as Alaska Native representation and success throughout the University of Alaska system. Ronalda led the UAS committee which was comprised of leaders from Alaska Native corporations, tribal entities, and other southeast organizations.

Generational trauma is a well-known concept within trauma-informed care, a lesser-known concept, generational resilience is an important topic to add to the discussion. It must be, that for me to survive, even thrive beyond these traumas, I must also hold generational resilience deep within me. We will explore building, honoring, and uplifting resilience in students, while considering how generational resilience may be experienced within youth and their families.