Culture
Traditionally, families spent the spring and summer at fish camp, then joined with others at village sites for the winter. Many families still harvest the traditional subsistence resources, especially Pacific salmon and seal.
The men's communal house, the qasgiq, was the community center for ceremonies and festivals which included singing, dancing, and storytelling. The qasgiq was used mainly in the winter months, because people would travel in family groups following food sources throughout the spring, summer, and fall months. Aside from ceremonies and festivals, it was also where the men taught the young boys survival and hunting skills, as well as other life lessons. The young boys were also taught how to make tools and qayaqs (kayaks) during the winter months in the qasgiq. The ceremonies involve a shaman.
The women's house, the ena, was traditionally right next door, and in some areas they were connected by a tunnel. Women taught the young girls how to tan hides and sew, process and cook game and fish, and weave. Boys would live with their mothers until they were about five years old, then they would live in the qasgiq. Each winter, from anywhere between three to six weeks, the young boys and young girls would switch, with the men teaching the girls survival and hunting skills and toolmaking, and the women teaching the boys how to sew and cook.
In Yup'ik group dances, individuals often remain stationary while moving their upper body and arms rhythmically, their gestures accentuated by hand held dance fans very similar to Cherokee dance fans. The limited motion by no means limits the expressiveness of the dances, which can be gracefully flowing, bursting with energy, or wryly humorous.
The Yup'ik are unique among native peoples of the Americas in that children are named after the last person in the community to have died.
The kuspuk (qaspeq) is a traditional Yup'ik garment, worn in both casual and formal settings in Alaska.
Read more about this topic: Yupik Peoples
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—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 1, ch. 1 (1962)
“Education must, then, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them.”
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“The purpose of education is to keep a culture from being drowned in senseless repetitions, each of which claims to offer a new insight.”
—Harold Rosenberg (1906–1978)