| Line 45... |
Line 45... |
| 45 |
especially for the elders. Each generation learns their codes of
|
45 |
especially for the elders. Each generation learns their codes of
|
| 46 |
conduct, morals, by observing the way their parents live. The elders
|
46 |
conduct, morals, by observing the way their parents live. The elders
|
| 47 |
in the community are seen as the teachers and are the voice of authority
|
47 |
in the community are seen as the teachers and are the voice of authority
|
| 48 |
when problems arise. When having to deal with these problems, the
|
48 |
when problems arise. When having to deal with these problems, the
|
| 49 |
elders, both men and women, get together, discuss the issue at hand,
|
49 |
elders, both men and women, get together, discuss the issue at hand,
|
| 50 |
and come to a consensus. At times, it’s a man who is the head of the
|
50 |
and come to a consensus. At times, it's a man who is the head of the
|
| 51 |
group while other times it’s a woman.
|
51 |
group while other times it's a woman.
|
| 52 |
</p>
|
52 |
</p>
|
| 53 |
|
53 |
|
| 54 |
<p>
|
54 |
<p>
|
| 55 |
At the center of the Inuit culture is family. The family and the larger
|
55 |
At the center of the Inuit culture is family. The family and the larger
|
| 56 |
network of social relationships form the environment into which children
|
56 |
network of social relationships form the environment into which children
|
| 57 |
are born and begin the learning process to become adults. A primary
|
57 |
are born and begin the learning process to become adults. A primary
|
| 58 |
contribution that binds people together socially is the sharing of food
|
58 |
contribution that binds people together socially is the sharing of food
|
| 59 |
and the willingness to cooperate when the need arises. “When animals are
|
59 |
and the willingness to cooperate when the need arises. "When animals are
|
| 60 |
killed on the hunt, they are shared, when people are in need, they are
|
60 |
killed on the hunt, they are shared, when people are in need, they are
|
| 61 |
looked after; it is the Inuit way and it represents a value” that they
|
61 |
looked after; it is the Inuit way and it represents a value" that they
|
| 62 |
continue to honor.
|
62 |
continue to honor.
|
| 63 |
</p>
|
63 |
</p>
|
| 64 |
|
64 |
|
| 65 |
<h3>Child Rearing</h3>
|
65 |
<h3>Child Rearing</h3>
|
| 66 |
|
66 |
|
| Line 70... |
Line 70... |
| 70 |
begins to learn the Inupiaq language and is sung to at a very young age.
|
70 |
begins to learn the Inupiaq language and is sung to at a very young age.
|
| 71 |
When discipline is needed, the Inuit prefer unspoken form of correction as
|
71 |
When discipline is needed, the Inuit prefer unspoken form of correction as
|
| 72 |
they see loud, verbal disciplining as inappropriate and disrespectful. They
|
72 |
they see loud, verbal disciplining as inappropriate and disrespectful. They
|
| 73 |
believe that yelling at a child too much would make the child deaf to talk
|
73 |
believe that yelling at a child too much would make the child deaf to talk
|
| 74 |
or reasoning. When spanking is the needed form of discipline, they believe
|
74 |
or reasoning. When spanking is the needed form of discipline, they believe
|
| 75 |
that “a spanking hurt the skin, but constant yelling hurt the spirit.”
|
75 |
that "a spanking hurt the skin, but constant yelling hurt the spirit."
|
| 76 |
</p>
|
76 |
</p>
|
| 77 |
|
77 |
|
| 78 |
<h3>Naming</h3>
|
78 |
<h3>Naming</h3>
|
| 79 |
|
79 |
|
| 80 |
<p>
|
80 |
<p>
|
| Line 86... |
Line 86... |
| 86 |
</p>
|
86 |
</p>
|
| 87 |
|
87 |
|
| 88 |
<h3>Rites of Passage</h3>
|
88 |
<h3>Rites of Passage</h3>
|
| 89 |
|
89 |
|
| 90 |
<p>
|
90 |
<p>
|
| 91 |
“Prior to Christian missionaries, boys had a “gargi” where the elders
|
91 |
"Prior to Christian missionaries, boys had a "gargi" where the elders
|
| 92 |
taught them how to make implements and the skills for hunting.” Once
|
92 |
taught them how to make implements and the skills for hunting." Once
|
| 93 |
this occurred, the adolescent was allowed by the teacher to follow the
|
93 |
this occurred, the adolescent was allowed by the teacher to follow the
|
| 94 |
hunters in any season which provided important insight into the culture’s
|
94 |
hunters in any season which provided important insight into the culture's
|
| 95 |
reality.
|
95 |
reality.
|
| 96 |
</p>
|
96 |
</p>
|
| 97 |
|
97 |
|
| 98 |
<p>
|
98 |
<p>
|
| 99 |
Adolescent girls usually stay at home and are taught how to sew, care for
|
99 |
Adolescent girls usually stay at home and are taught how to sew, care for
|
| 100 |
children, cook, and household management training. The girls were
|
100 |
children, cook, and household management training. The girls were
|
| 101 |
responsible for bringing food to the boys at the “gargi.”
|
101 |
responsible for bringing food to the boys at the "gargi."
|
| 102 |
</p>
|
102 |
</p>
|
| 103 |
|
103 |
|
| 104 |
<h3>Gender and Status</h3>
|
104 |
<h3>Gender and Status</h3>
|
| 105 |
|
105 |
|
| 106 |
<p>
|
106 |
<p>
|
| Line 109... |
Line 109... |
| 109 |
</p>
|
109 |
</p>
|
| 110 |
|
110 |
|
| 111 |
<h3>Etiquette</h3>
|
111 |
<h3>Etiquette</h3>
|
| 112 |
|
112 |
|
| 113 |
<p>
|
113 |
<p>
|
| 114 |
“Tribal, village, clan and family affiliations are important to all
|
114 |
"Tribal, village, clan and family affiliations are important to all
|
| 115 |
Native people. When greeting a casual acquaintance “Where are you from?”
|
115 |
Native people. When greeting a casual acquaintance "Where are you from?"
|
| 116 |
is the most common greeting.” Many Inupiaq people introduce themselves,
|
116 |
is the most common greeting." Many Inupiaq people introduce themselves,
|
| 117 |
naming their parents and village as this becomes the initial opportunity
|
117 |
naming their parents and village as this becomes the initial opportunity
|
| 118 |
to understand the unique background and family ties of a new person and
|
118 |
to understand the unique background and family ties of a new person and
|
| 119 |
a show of mutual respect.
|
119 |
a show of mutual respect.
|
| 120 |
</p>
|
120 |
</p>
|
| 121 |
|
121 |
|