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.

该奖学金将使我能够以多种方式最大限度地发挥我的研究的影响，同时为我作为一名博物馆研究人员的职业生涯做好准备。它将为我提供为学术出版和会议演讲做准备的机会；与我从事工作的社区分享我的发现的资源，这将使我能够与更广泛的公众分享我的发现，同时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，我的目标是改革有关北极的流行叙事在奖学金年的过程中，我将通过针对我所借鉴的不同领域的学者的成果来分享我的发现。我对阿拉斯加乌特恰格维克村的因纽特人（阿拉斯加因纽特人）和非因纽特人临时工的研究结果将有助于了解不同的经济动机以及对社区、地点和价值的不同理解所发挥的作用重要的是，在北极进行研究后，我的研究结果还提供了对北极环境的不同看法，特别是土著和非土著居民在传播我的研究结果时所经历的。更新对当今北极的学术理解，提供该地区不同社会经济和种族背景的居民 16 个月的实地分析。我还将与 Utqiagvik 社区的成员分享我的研究结果。和考虑到因纽皮亚特社区的利益和关切，我与部落高等教育机构合作，确保我提出的问题和收集的数据既具有学术兴趣，又具有实际用途。因纽皮亚特人和非因纽皮亚特临时工，以及这两个群体之间良好关系的基础因素，将有助于将两个群体聚集在一起，并在社区中产生持久的积极影响。我将把我的发现运用到当代因纽特人在北极的生活，通过极地博物馆传播，被生活在北极之外的人们以多种方式想象：充满神秘色彩；在地缘政治上具有重要意义。今年，我将努力创作内容，重新关注北极土著居民及其在该地区的经历。我的研究发现，对北极景观的不同理解影响了因纽特人和非因纽特人之间的互动。在与研究合作者的对话中，我将生成印刷版和基于网络的内容，为博物馆参观者提供有关想象丰富的景观的新见解和信息。这些扫描将用于创建引人入胜的内容以及新数据，以便与我的合作者分享。教学将提供另一种分享我的工作成果的方式，为新一批学生提供替代的叙述和意义。框架自己的研究通过在我的讲座、研讨会和哲学硕士指导中强调土著学者的工作，我将推动学生超越他们对北极及其人民的预期。到奖学金年结束时，我将为作为博物馆领域的北极研究员，我职业生涯的下一阶段将继续与北极原住民社区和拥有其遗产的文化机构合作，传播有关北方的更具包容性的想法。