Teaching Good Relations in the Land of Plenty: Iñupiat and Non-Iñupiat on the North Slope of Alaska

在鱼米之乡讲授良好关系：阿拉斯加北坡的伊尤皮亚特人和非伊尤皮亚特人

• 批准号: ES/Y010310/1
• 负责人: Elizabeth Walsh
• 金额: $ 15.7万
• 依托单位: University of Cambridge
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FY010310%2F1
• 关键词: Teaching; Good; Relations; Land; Plenty

The fellowship will allow me to maximise the impacts of my research in several ways while preparing me for a career as an Arctic researcher working with museums. It will give me the opportunity to prepare my work for academic publication and conference presentation; it will provide me with resources to share my findings with the community I undertook my work in; and it will allow me to share my findings with the broader public. As I continue to build my professional networks and add to my teaching experience and museum-based professional skills, I will aim to reform popular narratives of the Arctic that approach it from a distance and centre the lives, aspirations, and challenges of the Indigenous communities that call it home.Over the course of the fellowship year, I will share my findings through outputs targeted at academics in the different fields I draw upon. Sharing the findings of my research with Iñupiat (Alaskan Inuit) and non-Iñupiat transient workers in the village of Utqiagvik, Alaska will contribute to knowledge concerning the role that differing economic motivations and different understandings of community, place, and value play in interethnic relations. Importantly, having conducted my research in the Arctic, my results also provide insight into different perceptions of the Arctic environment specifically, as it is experienced by Indigenous and non-Indigenous residents. In disseminating my findings, I will build upon and update academic understandings of the present-day Arctic, providing on-the-ground analysis born of 16 months in the region among residents of different socioeconomic and ethnic backgrounds.I will also share my findings with members of the Utqiagvik community. My research was designed with the interests and concerns of the Iñupiat community in mind. Collaborating with a tribal higher education institution, I made sure that the questions I asked and the data I collected would be of both academic interest and applied, practical use. Reporting the causes of tension between Iñupiat and non-Iñupiat transient workers, as well as the factors that underlie good relations between the two groups, will contribute to efforts to bring both cohorts together and create an enduring positive impact in the community.I will use my findings on contemporary Iñupiat life in the Arctic to create public facing educational materials, disseminated through the Polar Museum. The Arctic has been imagined by those living outside of it in numerous ways: as dangerous; as mystically charged; and as geopolitically important. Over the course of the year, I will work to create content that refocuses attention on Indigenous Arctic residents and their experiences of the region. My research found that different understandings of the Arctic landscape affected how Iñupiat and non-Iñupiat interacted with one another. In conversation with research collaborators, I will generate both print and web-based content that presents museum visitors with new insights and information on a much-imagined landscape. I will incorporate digital media into the project's educational outputs and create virtual scans of objects not on display. These scans will be used to create engaging content as well as new data to share with my collaborators.Teaching will provide another means of sharing the findings of my work, by providing a new cohort of students with alternative sets of narratives and meanings to frame their own research in the Arctic. By emphasizing the work of Indigenous academics in my lectures, seminars, and MPhil supervising, I will push students to think beyond their expectations of the Arctic and its peoples.By the end of the fellowship year, I will be well prepared for the next stage of my career as an Arctic researcher in the museum field. I will continue to work with Arctic Indigenous communities and the cultural institutions that hold their heritage objects to disseminate more inclusive ideas about the North.

奖学金将使我能够最大限度地提高我的研究在几个方面的影响，同时为我的职业生涯做好准备，作为一个北极研究人员与博物馆合作。它将使我有机会为学术出版和会议演讲做准备;它将为我提供资源，与我从事工作的社区分享我的发现;它将使我能够与更广泛的公众分享我的发现。随着我继续建立我的专业网络，并增加我的教学经验和基于博物馆的专业技能，我将致力于改革北极的流行叙事，这些叙事从远处接近北极，并以称之为家的土著社区的生活，愿望和挑战为中心。我将通过针对我所借鉴的不同领域的学者的产出来分享我的发现。与Iñupiat（阿拉斯加因纽特人）和阿拉斯加Utqiagvik村的非Iñupiat临时工分享我的研究结果，将有助于了解不同的经济动机和对社区的不同理解，地方和价值在种族间关系中发挥的作用。重要的是，我在北极进行了研究，我的研究结果还提供了对北极环境的不同看法的见解，特别是土著和非土著居民所经历的。在传播我的研究结果时，我将建立并更新对当今北极的学术理解，提供在该地区不同社会经济和种族背景的居民中出生16个月的实地分析。我还将与乌特恰格维克社区的成员分享我的研究结果。我的研究是根据Iñupiat社区的利益和关注而设计的。与一个部落高等教育机构合作，我确保我提出的问题和收集的数据既有学术意义，又有应用和实际用途。报告伊努皮亚特人和非伊努皮亚特人临时工之间紧张关系的原因，以及两个群体之间良好关系的基础因素，将有助于努力将两个群体聚集在一起，并在社区中产生持久的积极影响。我将利用我对当代伊努皮亚特人在北极生活的调查结果，制作面向公众的教育材料，通过极地博物馆传播。生活在北极之外的人以多种方式想象北极：危险;神秘的指控;地缘政治重要。在这一年中，我将努力创造内容，重新关注土著北极居民和他们在该地区的经验。我的研究发现，对北极景观的不同理解影响了Iñupiat和非Iñupiat的相互作用。在与研究合作者的对话中，我将生成印刷和基于网络的内容，为博物馆参观者提供关于想象中的景观的新见解和信息。我将把数字媒体融入到项目的教育成果中，并对未展出的物体进行虚拟扫描。这些扫描将用于创建引人入胜的内容以及与我的合作者分享的新数据。教学将提供另一种分享我的工作成果的方式，通过为新的一批学生提供替代的叙述和意义来构建他们自己在北极的研究。通过强调土著学者在我的讲座，研讨会和哲学硕士监督的工作，我将推动学生超越他们对北极及其人民的期望。到奖学金年度结束时，我将为我职业生涯的下一阶段做好充分准备，作为博物馆领域的北极研究员。我将继续与北极土著社区和持有其遗产的文化机构合作，传播关于北方的更具包容性的想法。