Guidelines for - Alaska Native Knowledge Network

Published by the Alaska Native Knowledge Network

These guidelines are sponsored by:

Alaska Federation of NativesAlaska Rural Systemic Initiative

Alaska Rural ChallengeCenter for Cross-Cultural StudiesAlaska Native Knowledge Network

University of AlaskaAlaska Department of EducationCiulistet Research Association

Association of Native Educatorsof the Lower Kuskokwim

Association of Interior Native EducatorsSoutheast Native Educators Association

North Slope Iñupiaq Educators AssociationAssociation of Northwest Native Educators

Native Educators of the Alutiiq RegionAssociation of Unangan Educators

Alaska Native Education Student AssociationAlaska Native Education Council

Alaska First Nations Research NetworkConsortium for Alaska Native Higher Education

Guidelines for

Respecting CulturalKnowledge

adopted by theAssembly of Alaska Native Educators

Anchorage, AlaskaFebruary 1, 2000

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The following guidelines address issues of concern in thedocumentation, representation and utilization of traditionalcultural knowledge as they relate to the role of variousparticipants, including Elders, authors, curriculum developers,classroom teachers, publishers and researchers. Specialattention is given to the educational implications for theintegration of indigenous knowledge and practices in schoolsthroughout Alaska. The guidance offered in the followingpages is intended to encourage the incorporation of traditionalknowledge and teaching practices in schools by minimizing thepotential for misuse and misunderstanding in the process. It ishoped that these guidelines will facilitate the coming togetherof the many cultural traditions that coexist in Alaska in con-structive, respectful and mutually beneficial ways.

Native educators from throughout the state contributed tothe development of these guidelines through a series ofworkshops and meetings associated with the Alaska RuralSystemic Initiative. Representatives of the Native educatororganizations listed on the cover participated in the meetingsand ratified the final document. The purpose of these guide-lines is to offer assistance to educational personnel and otherswho are seeking to incorporate the Alaska Standards forCulturally-Responsive Schools in their work. Using these

Preface

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GUIDELINES FOR RESPECTING CULTURAL KNOWLEDGE

guidelines will help expand the base of knowledge and exper-tise that culturally-responsive teachers (including Elders, aides,bilingual instructors, etc.) are able to draw upon to enliventheir work as educators.

Throughout this document, Elders are accorded a centralrole as the primary source of cultural knowledge. It should beunderstood that the identification of “Elders” as culture-bearers is not simply a matter of chronological age, but afunction of the respect accorded to individuals in each com-munity who exemplify the values and lifeways of the localculture and who possess the wisdom and willingness to passtheir knowledge on to future generations. Respected Eldersserve as the philosophers, professors and visionaries of acultural community. In addition, many aspects of culturalknowledge can be learned from other members of a commu-nity who have not yet been recognized as Elders, but seek topractice and teach local lifeways in culturally-appropriate ways.

Along with these guidelines are a set of general recommen-dations aimed at stipulating the kind of steps that need to betaken to achieve the goals for which they are intended. Stateand federal agencies, universities, school districts, textbookpublishers and Native communities are all encouraged toreview their policies, programs and practices and to adoptthese guidelines and recommendations wherever appropriate.In so doing, the educational experiences of students through-out Alaska will be enriched and the future well-being of thecommunities being served will be enhanced.

Further information on issues related to the implementationof these guidelines, as well as additional copies, may beobtained from the Alaska Native Knowledge Network,University of Alaska Fairbanks, PO Box 756730, Fairbanks,AK 99775-6730 (http://www.ankn.uaf.edu).

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Guidelines for

Native Elders

Native Elders may increase their cultural responsivenessthrough the following actions:

a. Participate in local and regional Elders’ councils as a wayto help formulate, document and pass on traditionalcultural knowledge for future generations.

b. Help make explicit and incorporate locally-appropriatecultural values in all aspects of life in the community,while recognizing the diversity of opinion that may exist.

c. Make a point to utilize traditional ways of knowing,teaching, listening and learning in passing on culturalknowledge to others in the community.

d. Seek out information on ways to protect intellectualproperty rights and retain copyright authority over alllocal knowledge that is being shared with others fordocumentation purposes.

As one of the primary sources of traditionalcultural knowledge, Native Elders bear theresponsibility to share and pass on thatknowledge in ways that are compatible withtraditional teachings and practices.

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e. Carefully review contracts and release forms to determinewho controls the distribution of any publications andassociated royalties.

f. Review all transcripts of cultural information that hasbeen written down to insure accuracy.

g. Follow appropriate traditional protocols as much aspossible in the interpretation and utilization of culturalknowledge.

h. Assist willing members of the community to acquire theknowledge and skills needed to assume the role of Elderfor future generations.

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Guidelines for

Authors andIllustrators

Authors and illustrators should take all stepsnecessary to insure that any representation ofcultural content is accurate, contextuallyappropriate and explicitly acknowledged.

Authors and illustrators may increase their culturalresponsiveness through the following actions:

a. Make it a practice to insure that all cultural content hasbeen acquired under informed consent and has beenreviewed for accuracy and appropriateness byknowledgeable local people representative of the culturein question.

b. Arrange for copyright authority and royalties to beretained or shared by the person or community fromwhich the cultural information originated, and followlocal protocols for its approval and distribution.

c. Insure controlled access for sensitive cultural informationthat has not been explicitly authorized for generaldistribution.

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d. Be explicit in describing how all cultural knowledge andmaterial has been acquired, authenticated and utilized,and present any significant differing points of view thatmay exist.

e. Make explicit the audience(s) for which a culturaldocument is intended, as well as the point of view of theperson(s) preparing the document.

f. Make every effort to utilize traditional names for people,places, items, etc., adhering to local conventions forspelling and pronunciation.

g. Identify all primary contributors and secondary sourcesfor a particular document, and share the authorshipwhenever possible.

h. Acquire extensive first-hand experience in a new culturalcontext before writing about it.

i. Carefully explain the intent and use when obtainingpermission to take photographs or videos, and make itclear in publication whether they have been staged as are-enactment or represent actual events.

j. When documenting oral history, recognize and considerthe power of the written word and the implications ofputting oral tradition with all its non-verbal connotationsdown on paper, always striving to convey the originalmeaning and context as much as possible.

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Guidelines for

CurriculumDevelopers andAdministrators

Curriculum developers and administratorsshould provide multiple avenues for theincorporation of locally-recognized expertisein all actions related to the use andinterpretation of local cultural knowledge andpractices.

Curriculum developers and administrators may increase theircultural responsiveness through the following actions:

a. Establish an easily accessible repository of culturally-appropriate resource materials and knowledgeableexpertise from the community.

b. Include the voices of representatives from the localculture in the curriculum materials used in the school.

c. Utilize the natural environment of the community tomove educational activities beyond the classroom as away of fostering place-based education and deepeningthe learning experiences of students.

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d. Support the implementation of an Elders-in-Residenceprogram in each school and classroom.

e. Provide an in-depth cultural orientation program for allnew teachers and administrators.

f. Promote the incorporation of the Alaska Standards forCulturally-Responsive Schools in all aspects of the schoolcurriculum, while demonstrating their applicability inproviding multiple avenues to meet the State ContentStandards.

g. Utilize Elders and Native teachers from the localcommunity to acquire a comprehensive understanding ofall aspects of the local, regional and statewide context inwhich the students live, particularly as it relates to thewell-being and survival of the local culture.

h. Make use of locally-produced resource materials (reports,videos, maps, books, tribal documents, etc.) in all subjectareas and work in close collaboration with local agenciesto enrich the curriculum beyond the scope ofcommercially-produced texts.

i. Establish a review committee of locally-knowledgeablepeople to review all textbooks and other curriculummaterials for accuracy and appropriateness in relation tothe local cultural context, as well as to examine theoverall cultural responsiveness of the educational system.

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Guidelines for

Educators

Classroom teachers are responsible fordrawing upon Elders and other cultural expertsin the surrounding community to make sure allresource materials and learning activities areculturally accurate and appropriate.

Teachers may increase their cultural responsiveness throughthe following actions:

a. Learn how to use local ways of knowing and teaching tolink the knowledge base of the school to that of thecommunity.

b. Make effective use of local expertise, especially Elders, asco-teachers whenever local cultural knowledge is beingaddressed in the curriculum.

c. Take steps to recognize and validate all aspects of theknowledge students bring with them, and assist them intheir on-going quest for personal and cultural affirmation.

d. Develop the observation and listening skills necessary toacquire an in-depth understanding of the knowledgesystem indigenous to the local community and apply thatunderstanding in teaching practice.

e. Carefully review all curriculum resource materials toinsure cultural accuracy and appropriateness.

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f. Make every effort to utilize locally-relevant curriculummaterials with which students can readily identify,including materials prepared by Native authors.

g. Provide sufficient flexibility in scheduling Elderparticipation so they are able to fully share what theyknow with minimal interference by the clock, and provideenough advance notice for them to make the necessarypreparations.

h. Align all subject matter with the Alaska Standards forCulturally-Responsive Schools and develop curriculummodels that are based on the local cultural andenvironmental experiences of the students.

i. Recognize the importance of cultural and intellectualproperty rights in teaching practice and honor such rightsin all aspects of the selection and utilization ofcurriculum resources (see page 29 for details.)

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Guidelines for

Editors andPublishers

Editors and publishers should utilize culturally-knowledgeable authors and establish multiplelevels of review to insure that all publicationsare culturally accurate and appropriate.

Editors and publishers may increase their culturalresponsiveness through the following actions:

a. Encourage and support Native-authors and provideappropriate biographical information and photographs ofthe author(s) of culturally-oriented material.

b. Return a significant proportion of publication proceedsand royalties to the person or community from which itoriginated.

c. Submit all manuscripts with cultural content to locally-knowledgeable personnel for review, making effective useof local and regional entities set up for this purpose.

d. Insure appropriate review, approval and access for alldigital and Internet-based materials.

e. Resolve all disagreements on cultural content ordistribution before final publication.

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f. Always return to the original source for re-authorizationof subsequent printings.

g. All content of textbooks for general curricular use shouldbe examined to make sure it is widely accepted andrecognized, and not just an individual author’s opinion.

h. Honor all local conventions for recognizing cultural andintellectual property rights.

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Guidelines for

DocumentReviewers

Reviewers should give informed considerationto the cultural perspectives of all groupsrepresented in documents subjected to review.

Document reviewers may increase their culturalresponsiveness through the following actions:

a. Always be as explicit as possible in identifying thebackground experience and personal reference points onwhich the interpretation of cultural meaning is based.

b. Whenever possible and appropriate, reviews of culturalmaterials should be provided from multiple perspectivesand interpretations.

c. When critical decisions about a publication are to bemade, a panel of reviewers should be established in sucha way as to provide a cross-check from several culturalperspectives.

d. Publications that misrepresent or omit cultural contentshould be identified as such, regardless of their remainingliterary merit.

e. Reviews of movies involving cultural themes shouldutilize the same guidelines as those outlined forpublished documents.

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Guidelines for

Researchers

Researchers are ethically responsible forobtaining informed consent, accuratelyrepresenting the cultural perspective andprotecting the cultural integrity and rights of allparticipants in a research endeavor.

Researchers may increase their cultural responsivenessthrough the following actions:

a. Effectively identify and utilize the expertise inparticipating communities to enhance the quality of datagathering as well as the data itself, and use caution inapplying external frames of reference in its analysis andinterpretation.

b. Insure controlled access for sensitive cultural informationthat has not been explicitly authorized for generaldistribution, as determined by members of the localcommunity.

c. Submit research plans as well as results for review by alocally-knowledgeable group and abide by itsrecommendations to the maximum extent possible.

d. Provide full disclosure of funding sources, sponsors,institutional affiliations and reviewers.


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e. Include explicit recognition of all research contributors in the finalreport.

f. Abide by the research principles and guidelines established by the AlaskaFederation of Natives and other state, national and internationalorganizations representing indigenous peoples.

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Guidelines for

Native LanguageSpecialists

Native language specialists are responsible fortaking all steps possible to accurately conveythe meaning associated with culturalknowledge that has been shared in a traditionallanguage.

Native language specialists may increase their culturalresponsiveness through the following actions:

a. Whenever possible, utilize a panel of local experts ratherthan a single source to corroborate translation andinterpretation of language materials, as well as toconstruct words for new terms.

b. Encourage the use and teaching of the local language inways that provide appropriate context for conveyingaccurate meaning and interpretation, including anappreciation for the subtleties of story construction, useof metaphor and oratorical skills.

c. Provide Elders with opportunities and support to sharewhat they know in the local language.


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d. Whenever possible, utilize simultaneous translation equipment atmeetings to facilitate the use of the local language.

e. Prepare curriculum resource materials that utilize the local language, soas to make it as easy as possible for teachers to draw upon the locallanguage in their teaching.

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Guidelines for

Native CommunityOrganizations

Native community organizations shouldestablish a process for review andauthorization of activities involving thegathering, documentation and use of localcultural knowledge.

Native community organizations may increase their culturalresponsiveness through the following actions:

a. The Native educator associations should establishregional clearinghouses to provide an on-going processfor the review and certification of cultural resourcematerials, including utilizing the available expertise ofretired Native educators.

b. Native educators should engage in critical self-assessment and participatory research to ascertain theextent to which their teaching practices are effectivelygrounded in the traditional ways of transmitting theculture of the surrounding community.


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c. Native communities should provide a support mechanism to assist Eldersin understanding the processes of giving informed consent and filing forcopyright protections, and publicize the availability of such assistancethrough public service announcements on the radio so all Elders areaware of their rights.

d. Each community and region should establish a process for reviewing andapproving research proposals that may impact their area.

e. Each community should establish a process for determining what isconsidered public knowledge vs. private knowledge, as well as how andwith whom such knowledge should be shared.

f. Native communities should receive copies and maintain a repository ofall documents that relate to the local area.

g. Native communities/tribes should foster the incorporation of traditionalknowledge, language and protocols in all aspects of community life andorganizational practices.

h. As regional tribal colleges are established, they should provide a supportstructure for the implementation of these guidelines in each of theirrespective regions.

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Guidelines for the

General Public

As the users and audience for culturalknowledge, the general public has aresponsibility to exercise informed criticaljudgement about the cultural authenticity andappropriateness of the materials they utilize.

Members of the general public may increase their culturalresponsiveness through the following actions:

a. Refrain from purchasing or using publications that do notrepresent traditional cultures in accurate and appropriateways.

b. Encourage and support Native peoples’ efforts to applytheir own criteria to the review and approval ofdocuments representing their cultural traditions.

c. Contribute to and participate respectfully in local culturalevents to gain a better understanding of the range ofcultural traditions that strive to coexist in Alaska.

d. Make room in all community events for multiple culturaltraditions to be represented.

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GeneralRecommendations

The following recommendation are offered tosupport the effective implementation of theguidelines for documenting, representing andutilizing cultural knowledge outlined above.

1. The Alaska Standards for Culturally-Responsive Schoolsshould be used as a general guide for any educational activityinvolving cultural documentation, representation or review.

2. A statewide indigenous literary review board (HonoringAlaska’s Indigenous Literature—HAIL) should be establishedwith representation from each of the regional Native educatorassociations to oversee the implementation of therecommendations that follow.

3. A statewide “Alaska Indigenous Knowledge MultimediaWorking Group” should be established to examine theapplicability of the above guidelines to the production ofelectronic media and the publication and utilization of culturalknowledge via the Internet.

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4. Criteria for “product certification” of materials with culturalcontent should be established and implemented by regionalliterary review committees formed through the regionalNative educator associations. The “Raven” images from theANKN logo could be used as a “stamp of approval” for eachcultural region.

5. Each regional HAIL literary review committee should developa list of authorized reviewers for publications reflectingcultural content related to the respective region.

6. An annotated bibliography of the best materials representinglocal cultures should be compiled by each regional HAILliterary review committee and published on the Alaska NativeKnowledge Network web site for use by teachers andcurriculum developers throughout the state.

7. HAIL and the regional literary review boards should establishprestigious annual awards to honor Native Elders, authors,illustrators and others who make a significant contribution tothe documentation and representation of cultural knowledge.

8. Incentives, resources and opportunities should be provided toencourage and support Native authors, illustrators, story-tellers, etc. who can bring a strong Native voice to thedocumentation and representation of Native culturalknowledge and traditions.

9. The guidelines outlined in this publication should beincorporated in university courses and made an integral partof all teacher preparation and cultural orientation programs.

10. An annotated bibliography of resource materials that addresscultural and intellectual property issues associated withdocumenting, representing and utilizing cultural knowledgeshould be maintained on the Alaska Native KnowledgeNetwork web site. Anyone with relevant reference material isinvited to submit the necessary information to add it to theinitial bibliography included with these guidelines.

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Glossary Of Terms

Following is a list of terms and items referred to in theGuidelines for Respecting Cultural Knowledge thatsometimes have specialized meanings that aren’t commonlyknown. A brief definition or explanation of each item isprovided to help users of these guidelines to accuratelyinterpret their intent and use them appropriately. If furtherelaboration is needed, most of these items can also be foundin the list of related reference materials that is included. Forfurther assistance in interpreting the guidelines, pleasecontact the Alaska Native Knowledge Network.

Definition: A description that shows how something is likeothers in that general category, but also shows how it isdifferent or distinct from others in that group.

Alaska Standards for Culturally-Responsive Schools:Guidelines developed by the Native EducatorAssociations of the State of Alaska, for schools andcommunities to evaluate what they are doing to promotethe cultural well-being of the young people whom theyare responsible for educating.

Associated royalties: The share paid to an author orcomposer from the profits derived from the sale orperformance or use of the author’s creation incollaboration with other individuals or groups. A sharepaid to the creator for the right to use their invention orservices.

Authenticated: Established as being genuine; proven to bethe real thing.

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Author: A person who creates or originates an idea or work;not limited to written creations.

Biographical information: Important information thatsummarizes a person’s life and work. Generally itincludes information on birth, ethnic heritage, culturalexperiences, education, research, community activities orany other matters that would be of importance to thereaders.

Clearinghouse: A location or group through whichinformation or materials regarding a cultural group orgroups is collected and distributed to others.

Consent form: A signed form granting permission for aperson or entity to do research or other activities andindicating how the work will be performed or published(see also Release form).

Copyright: A form of legal protection for both published andunpublished “original works of authorship” (includingliterary, dramatic, musical, artistic and certain otherintellectual works), so they cannot be reproduced withoutthe copyright holders consent. Under current law,copyright is usually held by an individual or anorganization, though efforts are underway to address theissue of copyright protection for community-sharedcultural property.

Cultural accuracy: Cultural information that is accepted bythe members of a particular society as being anappropriate and accurate representation of that society.

Cultural context: The cultural setting or situation in whichan idea, custom, skill or art was created and performed.

Cultural experts: Members of a particular society, with itsown cultural tradition, who are recognized by the rest ofthe society as knowledgeable of the culture of thatsociety, especially in the area of arts, beliefs, customs,organization and values.


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Cultural integrity: In regards to research, the researcher isobliged to respect his or her informants and theinformation they provide so that it is presented to othersin an accurate, sensitive and integrated manner.

Cultural perspective: The views generally accepted byElders and knowledgeable practitioners of a culture.

Cultural responsibilities: The responsibilities thatmembers of a particular society with its own culturalsystem have to carry out to understand, promote, protectand perpetuate cultural information and practices such aslanguage, art, social rules, values and beliefs, and theymust do so in an honest and sincere manner.

Culture: A system of ideas and beliefs that can be seen inpeoples’ creations and activities, which over time, comesto characterize the people who share in the system.

Curriculum: A course, or series of courses in an educationalprogram. It may include stories, legends, textbooks,materials and other types of resources for instruction.

Elders-in-residence: A program that involves Elders inteaching and curriculum development in a formaleducational setting (oftentimes a university), and isintended to impact the content of courses and the waythe material is taught.

Explicit recognition: Contributors to materials orinformation provided by members of a cultural groupmust be openly and clearly indicated. This recognitionshould include their names, ethnic background, andcontributions. A researcher should allow the contributorsto review the information provided by them, prior topublication, to insure that is accurately reflects what theysaid or intended.

Guidelines: A set of rules, regulations or suggestions thatare set out for those who are going to carry out someactivity such as preparing curriculum, writing, reviewing,or organizing materials.

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Indigenous knowledge system: The unified knowledgethat originates from and is characteristic of a particularsociety and its culture.

Informed consent: Consent that is granted only after oneunderstands all that the consent permits or prohibits andthe implications and possible effects of granting thatconsent. Appropriate translation services need to beprovided for persons to be truly “informed” when morethan one language is involved.

Legal protection: Protected by the laws of a government orsociety. Does not always have to be in written form(some Native laws are passed on through oral traditionand customary practice.)

Manuscript: A written document that may be presented to apublisher or others.

Native: A member of an indigenous society, as distinguishedfrom a stranger, immigrant, or others who are notconsidered full members of the indigenous society.

Native language specialist: A speaker of a language who isrecognized by other speakers of the language as beingfluent in the language and has the ability to translate andinterpret the language correctly.

Password protected: A method of protecting access toinformation; requiring a person to know a password togain access to particular information.

Placed-based education: An educational program that isfirmly grounded in a community’s unique physical,cultural and ecological system, including the language,knowledge, skills and stories that have been handeddown through the generations.

Public domain: Something that is owned by the public andis free from any legal restriction, such as a copyright orpatent.


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Public information: Information, which no longer belongsto an individual or group, but has become publicproperty and the general public is allowed to use it.Informants and/or members of a cultural group have aright to understand the use that will be made of theircontributions before cultural knowledge is shared andallowed to become public information.

Release form: A signed form allowing the performance, sale,publication, use or circulation of information or acreation. The conditions and future use of theinformation or creation must be clearly expressed andexplained to the contributor prior to signing any release.This information should include copyright and trademarkor other ownership rights (see also Consent form).

Repository: A place where things are placed for safekeepingsuch as archives, libraries, museums.

Sensitive cultural information: Cultural information ordetails that are delicate in nature and not meant to beshared with the general public or those outside of thatcultural group.

Traditional names: Names that have a history of beingcommonly used by indigenous and/or local communities;indigenous names are those derived from the language ofthe people who have inhabited the area for countlessgenerations and are preserved in that language.

Transcript: A written copy of information that has beenshared orally. Usually in printed form includingtypewritten copies, or copies stored in a computer, ondisk or by any other electronic storage and retrievalsystem.

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Resources For

RespectingCultural KnowledgeResearch Guidelines

Alaska Federation of Natives Research Guidelineshttp://www.ankn.uaf.edu/afnguide.html

Principles for the Conduct of Research in the Arctichttp://www.ankn.uaf.edu/conduct.html

WebsitesGuidelines for Respecting Cultural Knowledge

http://www.ankn.uaf.edu/standards/CulturalDoc.html

Cultural and Intellectual Property Rights, ANKNhttp://www.ankn.uaf.edu/rights.html

Alaska Native Science Commissionhttp://www.ankn.uaf.edu/ansc.html

Protecting Knowledge Conference Proceedings, UBC (2000)http://www.ubcic.bc.ca/protect.htm

Native American Bookshttp://indy4.fdl.cc.mn.us/~isk/books/booksmenu.html

International Decade of the World’s Indigenous Peoplehttp://www.inac.gc.ca/ch/dec/index_e.html

World Intellectual Property Organizationhttp://www.wipo.int/traditionalknowledge/report


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Websites, con’t.Native American Rights Fund

http://www.narf.org/cases/index.html

Keepers of the Treasureshttp://www.keepersofthetreasures.org

DeclarationsDraft Declaration on the Rights of Indigenous Peoples

http://www.ankn.uaf.edu/iachr.html

Principles & Guidelines for the Protection of the Heritageof Indigenous Peopleshttp://www.ankn.uaf.edu/protect.html

The Mataatua Declaration on Cultural and IntellectualProperty Rights of Indigenous Peopleshttp://www.ankn.uaf.edu/mataatua.html

Coolongatta Statement on Indigenous Rights in Educationhttp://www.wipcehawaii.org/coolongatta.htm

BooksBarsh, R. L. (2000). Protecting Knowledge: Traditional Resource Rights

in the New Millennium. University of British Columbia: Union ofBritish Columbia Indian Chiefs,

Battiste, M. and J. Y. Henderson (2000). Protecting IndigenousKnowledge and Heritage: A Global Challenge. Saskatoon, PurichPublishing Ltd.

Brush, S. B., & Stabinsky, D. (1996). Valuing Local Knowledge:Indigenous People and Intellectual Property Rights. Covelo, CA:Island Press.

Ellerby, J. H. (2001). Working with Aboriginal Elders: An IntroductoryHandbook for Institution-Based and Health Care Professionals Basedon the Teachings of Aboriginal Elders and Cultural Teachers.Winnipeg, Manitoba: Native Studies Press, University of Manitoba.

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Greaves, T. (1994). Intellectual Property Rights for Indigenous Peoples:A Source Book. Oklahoma City, OK: Society for AppliedAnthropology.

Johnson, M. (1992). Lore: Capturing Traditional EnvironmentalKnowledge. Hay River, NWT, Canada: Dene Cultural Institute,

King, T. F. (1998). Cultural Resource Laws and Practice: AnIntroductory Guide. Walnut Creek, CA: AltaMira Press.

Posey, D. A., & Dutfield, G. (1996). Beyond Intellectual Property:Toward Traditional Resource Rights for Indigenous Peoples andLocal Communities. Ottawa, Ontario, Canada: InternationalDevelopment Research Centre.

Royal, Te A. C. (1992). Te Haurapa: An Introduction to ResearchingTribal Histories and Traditions. Wellington, New Zealand: BridgetWilliams Books Ltd.

Shiva, V. (1997). Biopiracy: The Plunder of Nature and Knowledge.Toronto, Ontario, Canada: Between the Lines.

Slapin, B., Seale, D., & Gonzales, R. (1996). How to Tell the Difference:A Guide to Evaluating Children’s Books for Anti-Indian Bias.Berkeley, CA: Oyate.

Smith, L. T. (1999). Decolonizing Methodologies: Research andIndigenous Peoples. New York: Zed Books.

Special Issue, (1991). Intellectual Property Rights: The Politics ofOwnership. Cultural Survival Quarterly, 15 (3).

Special Issue, (2001). Intellectual Property Rights. Cultural SurvivalQuarterly, 15 (3).

Task Force, (1974). A Guide to Textbook Evaluation. Stanford, CA: TaskForce for the Evaluation of Instructional Materials, California StateBoard of Education.

[Information on obtaining these resources can be found on the Alaska NativeKnowledge Network web site at www.ankn.uaf.edu. Additional resources will be postedas they become available. Please forward submissions to ANKN at [email protected]]

Documents

Guidelines for - Alaska Native Knowledge Network