ABSTRACT
Miranda brought to our gathering a refi ned and eloquent mix of theoretical knowledge regarding leadership, practical experiences that taught important lessons about community development, and a passion for collecting and sharing the dynamic, traditional stories of Alaska’s Native people. Although the indigenous peoples of the North Pacifi c region are unique and diverse, to include the Inupiat, Yup’ik, Tlingit, Haida, Tsimshian, Athabaskan, and Aluet societies, Miranda emphasized the need for all the different groups to defi ne common needs around which a critical mass of expertise and funding could be granted. For example, the Doyon Foundation, which Miranda founded, in partnership with Native and non-Native groups, is determined to see that teachers learn more about the cultural and social environment of their indigenous students. This focus brought together Native and non-Native educators, school administrators and policymakers, community elders and leaders, and parents and families in active collaborations currently working to develop culturally appropriate learning activities. The importance of this foundations work is twofold: First, the students’ academic studies are now enriched with culturally appropriate activities which
teach Native children about the environment and how to contribute to the physical and emotional strength of their community; and second, the family, the essential unit of a community, is integrally involved in the education of it’s children and youth.
