The high percentage of Eskimos carried the White 15 percent of the student body along with this pace. In Bethel, where 85 percent of the students were Eskimos, the low stress was directly related to the relaxed pace set by the dominant Eskimo group culture. Mary’s Catholic High School may owe much of its durability to its regional setting.Įducators have long been aware that there may be a tipping point in the balance of biracial student bodies, where behavior can change rapidly. We can conclude that small regional schools can offer a more fulfilling program for Eskimo students than large centers that separate students from renewing a culture that is locked in ecology. Education could well capitalize on these resources that are already quietly adding to the well-being of the Bethel school.
#Eskimo iunit kid full#
Many worked full time, fishing through the summers. The older boys raced sled dogs and competed in summer boat racing. The environmental setting seemed to influence the high school particularly. It is true that the school largely ignored this potential, but it must have accounted for the high level of vitality in both elementary school and high school in Bethel. In turn the Bethel children were more motivated than the Native children in the elementary school in Anchorage.īecause Bethel is an Eskimo trading center and the center of salmon fishing, Eskimo culture ebbs and flows in from the villages up and down the Kuskokwim and nearby areas of the Yukon that offer Eskimo children a cultural environmental base of operation. But the children of Kwethluk were also more motivated and educationally eager than the school children in the tundra mercantile center of Bethel. My evaluation will be to examine these three curves of Eskimo development tracked through the twenty hours of film.Ĭhildren in the elementary school in Kwethluk were more motivated than were the children in Tuluksak, which was relatively a more economically depressed community.
We have particularly looked at the changing projection of stress, under different circumstances, of the Bethel school and the Anchorage schools in an effort to determine what is the most fulfilling learning circumstance that can deal with the psychological problems of adolescence in the acculturation and socialization of the Native child. In terms of age cycle, we observed Eskimo children coping with White education from Head Start, kindergarten, and prefirst through to tenth grade, with a focus that documents the changing emotional adjustment to challenges of White acculturation that dominate education. Regardless of the Native population of 5,000, Eskimos here are a tiny minority, living remote from Native culture and ecology, nearly as engulfed in the White life style as they would be in Seattle or Oakland, where school and community are similarly dominated by White values. In Anchorage, Eskimo, Aleut, and Indian children attend a traditional municipal public school system, where these Natives combined make up only 7 percent of the student body. The child grows up seeing both ways and their relation to each other, but in any case, 85 percent of the student body is Eskimo. In the town of Bethel Eskimos go to an integrated Native-and-White consolidated state school in a traditionally White school culture. In the tundra villages the Eskimo child goes to school in the most saturated Native circumstance, where only the school, traditionally an outpost of the BIA, provides a model of the White world. Finally, we moved 400 air-miles east to the modern American city of Anchorage where modern economy and technology serve to insulate the inhabitants from the full brunt of the Arctic, though the economy is still dependent upon the exploitation of this ecology.Įthnically, the movement is parallel. White-dominated economy meets the ecology of Alaska on its own ground, and White and Eskimo lifeways coexist in their prescribed areas. Next, we moved down the Kuskokwim River to the mercantile and administrative center of Bethel where. Geographically we started by looking at the Eskimo child in his remote village on the tundra where his surroundings and all his associations, apart from school, are Eskimo, and where the ecology and the traditional home and community exert the maximum influence over the emotional and intellectual development of the child.
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