Native Indian Youth in Museums: Success in Education at the U.B.C. Museum of Anthropology.

Autor/in	Rowan, Madeline Bronsdon
Titel	Native Indian Youth in Museums: Success in Education at the U.B.C. Museum of Anthropology.
Quelle	(1987), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indians; Assertiveness; Cultural Education; Cultural Enrichment; Cultural Influences; Educational Anthropology; Foreign Countries; Lecture Method; Museums; Public Speaking; Self Esteem; Student Experience; Training Methods; Work Experience Programs; Workshops; Youth; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Cultural influence; Kultureinfluss; Pädagogische Anthropologie; Ausland; Museum; Museumswesen; Museen; Vortrag; Self-esteem; Selbstaufmerksamkeit; Studienerfahrung; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung; Jugend; Jugendlicher; Jugendalter; Kanada
Abstract	In 1979, the Native Indian Youth in Museums project began placing Musqueam teenagers in the University of British Columbia's Museum of Anthropology to teach them about traditional coastal Indian culture, and train them to share this information with museum visitors. Co-sponsored by the Native Indian Youth Advisory Society and the Native Youth Program (NYP), the project is administered in two phases: a summer phase of 2 months when six to eight students work full-time in the museum, and a winter phase when they work Sunday afternoons. The total annual budget is $13,000-$15,000. Initially, the students were trained exclusively in the traditional uses of the red cedar tree, the resource used most by the Northwest Coast Indians. The students' repertoire has been expanded over the years to include lectures or guided walks introducing the museum's totem pole collection and local ethnobotany, and presentations on Indian fishing and the Potlatch (a ceremonial institution). Factors to be considered in establishing a similar project (training, staff time, how the public views the students, etc.) are discussed. Risks and benefits to the students working in the NYP, and their views of the project are also examined. Finally, it is noted that often students' school work improves after working with the NYP. (JMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC