Indigenous artist Tûtu has released their new album Qunneq, a body of work that blends raw emotion, rich storytelling, and bold soundscapes. The album’s title, which means “strong” in Greenlandic, reflects both the resilience behind Tûtu’s journey and the spirit captured within each track.
On Qunneq, Tûtu seamlessly weaves together traditional influences with modern production, delivering a sound that feels both timeless and fresh. Each song carries a deep narrative, touching on themes of identity, healing, and cultural pride, while pushing creative boundaries with genre-defying arrangements. The release marks an important milestone in Tûtu’s career, solidifying their role as an innovative voice in the global music landscape.
As Anchorage School District preschoolers and kindergarteners step into classrooms for their first time today, the Anchorage School District’s Indigenous Education Program is making sure students begin the year feeling connected, supported and proud of who they are. With a mission rooted in cultural identity, academic success, and community partnerships, the program offers Indigenous students opportunities to learn from Elders and culture bearers, participate in arts and language experiences, and find leadership roles within their schools. This year, the focus is on amplifying student voice and weaving cultural pride into everyday learning, helping students start strong on day one and carry that strength throughout the year. The RIVR spoke Jamie Galvin, the Indigenous Education Center’s Director.
Q: Can you tell us about the mission of the Anchorage School District’s Indigenous Education program and how it supports Native students and families?
A: The mission of the Anchorage School District’s Indigenous Education Program is to create a support structure that fosters culturally sustaining environments within schools, nurtures learning, and builds community. By leveraging federal funds, district resources, and various grant opportunities, we work to strengthen cultural identity and awareness, improve attendance and graduation rates, expand Native language instruction, and provide additional support for at-risk students.
In practice, this means we walk alongside students and families to ensure they feel connected, valued, and heard. We provide cultural opportunities that celebrate and affirm Indigenous identity, create spaces where students can see themselves reflected in their education, and offer academic and social-emotional support as needed. Through partnerships with families, schools, and community organizations, our goal is to create meaningful opportunities that help Native students thrive both in and out of the classroom.
Q: What are some exciting new initiatives or programs happening this school year for Indigenous students?
A: An important initiative this year is strengthening student voice by creating more spaces for Indigenous students to share their perspectives, take on leadership roles within their schools, and feel connected to their identity and community. At the same time, we are increasing targeted academic support and mentoring for students who need extra guidance, ensuring they feel supported both culturally and academically.
A key part of this work includes the Gui Kima grant, which centers cultural identity through culturally inspired lessons led by Elders and cultural bearers. This past summer, we hosted a Gui Kima intensive where high school students spent three nights and four days on a college campus. During this time, they experienced what campus life could be like, explored different academic programs, and connected with community members who shared their knowledge and experiences. The intensive allowed students to deepen both their cultural identity and their academic readiness, and we look forward to offering this opportunity again next summer.
Q: How does ASD work with Elders, culture bearers, and community partners to keep Indigenous languages and traditions alive in schools?
A: The Anchorage School District recognizes that the expertise of Elders and culture bearers is essential to keeping Indigenous languages and traditions alive. Within our department, we hire culture bearers through our Alaska Strong and Gui Kima grants, which allows us to bring their knowledge, stories, and practices directly into schools. Their presence gives students authentic opportunities to learn from those who carry the traditions of our communities.
We also partner with Indigenous authors and artists, such as the creators of Chickaloonies, who have led workshops with students from elementary through high school, inspiring them to explore identity, storytelling, and creativity through an Indigenous lens.
Q: How can families and the wider community get more involved with Indigenous Education programs?
A: Families and community members can get involved in a variety of ways. Volunteers are always welcome, especially those who can share cultural knowledge and lessons, whether in classrooms or after-school leadership clubs. The new Alaska Studies curriculum includes opportunities for Elders and knowledge keepers to visit classrooms and lead activities.
Families can also volunteer at events we host or teach classes that help other families and students engage with Indigenous culture, such as demonstrating how to make items for the annual fashion show. Encouraging eligible families to enroll in the program allows us to support more students and families. Additionally, donations of supplies for cultural lessons—such as fabric, beading materials, art supplies, or books—are always appreciated and help enhance student learning.
Q: What tips do you have for Indigenous students to start the new school year feeling ready, supported, and motivated?
A: To start the year strong, it is important for students to remember that they are not alone. Connecting with an Indigenous Education Student Support Specialist, trusted teachers, or classmates can provide a strong support system. Students are also encouraged to stay grounded in who they are by participating in cultural opportunities, speaking their language when possible, and leaning on the teachings of their family and community.
Setting small goals and celebrating progress along the way helps maintain motivation, and students should feel confident asking for help and advocating for themselves, knowing that their voices are important. Most of all, students should recognize that their identity is a source of strength. Entering school with an awareness of their heritage brings with it generations of resilience and knowledge.
Q: How does the Indigenous Education program use music or the arts to connect students with culture and community?
A: The Indigenous Education program uses a variety of artistic and cultural experiences to connect students with their heritage. This includes the annual Indigenous Education fashion show and accompanying art exhibitions, regalia presentations at graduation, and lessons led by Indigenous authors and artists such as the creators of Chickaloonies.
We also collaborate with community partners like CITC, who provide art lessons, and the district’s Art Department, which has brought in formline artists for large-scale projects, including the salmon display at the mall. The program continues to seek opportunities to connect students with other artists willing to share their talents and cultural knowledge, providing hands-on experiences that strengthen both cultural identity and community connection.
Indigenous pop artist Jessa Sky has returned with Look at Us Now Vol. 2, a six-track EP that blends infectious pop hooks with raw, unfiltered emotion. Released August 15, 2025, the project showcases Jessa’s signature ability to turn deeply personal experiences into universally relatable anthems. From the sultry opener “SIPPIN’” to the aching closer “GRIEVIN’,” each track navigates themes of heartbreak, healing, and self-empowerment, supported by sleek production from collaborator Conor Wharton. The EP’s mix of pop, R&B, and rock elements reflects both sonic growth and a confident continuation of her storytelling journey.
Following the momentum of Look at Us Now Vol. 1, Jessa delivers a follow-up that feels bigger, bolder, and more vulnerable. Standouts like “HEALIN’” and “DEMON(IN)” capture her lyrical candor, while “TOUCHIN’” and “PLAYIN’” keep the energy bright and danceable. Beyond the music, Look at Us Now Vol. 2 reinforces Jessa Sky’s role as a rising voice in Indigenous pop, carving space for cultural representation in mainstream music. The EP is now available on all major streaming platforms, accompanied by visual content on YouTube and behind-the-scenes glimpses on her social channels.
Ya Tseen is back with “Taste On My Lips,” a shimmering, genre-bending single featuring Portugal. The Man, Meshell Ndegeocello, and Sidibe. The track pulses with funk, soul, and alt-pop textures, a euphoric love letter to the dance floor and the connections made on it.
Anchored by Ndegeocello’s signature bass and lifted by Sidibe’s airy vocals and Portugal. The Man’s vibrant production, the song marks the first release from Ya Tseen’s upcoming album Stand On My Shoulders (out January 16 via Sub Pop).
The track’s visual, directed by Stephen Gray, captures the joy and movement at the heart of the song — an anthem for presence, memory, and community.
Following his acclaimed 2021 debut Indian Yard, Ya Tseen’s new era is bolder, brighter, and grounded in generational love. He’ll support the release with a fall tour alongside Portugal. The Man.
The 2025 Arctic Encounter Symposium (AES) wrapped up another groundbreaking year of dialogue and collaboration, gathering policymakers, Indigenous leaders, scholars, and youth change makers from across the circumpolar North. Held in Anchorage, Alaska, the summit served as a vital platform for addressing the pressing challenges, and remarkable opportunities, facing the Arctic in a time of rapid environmental and political transformation.
This year’s AES placed a powerful spotlight on the next generation of Arctic leadership. Among the most dynamic voices were the Arctic Youth Ambassadors, Fulbright Arctic Initiative Scholars, and the Northern Vision Fellows, each offering bold perspectives grounded in lived experience, rigorous research, and cultural insight.
The Arctic Youth Ambassadors (AYA) program brought together a cohort of young Indigenous leaders from communities across Alaska and the broader circumpolar Arctic. Their presence was not only symbolic but essential—highlighting the importance of youth agency in policy and climate conversations that directly impact their homelands and futures. Panels featuring the AYA covered topics ranging from climate resilience and food sovereignty to language revitalization and mental health.
This year’s Fulbright Arctic Initiative scholars added a global research lens to the gathering, sharing interdisciplinary insights on issues like infrastructure, Arctic shipping, health equity, and Indigenous governance. Representing eight Arctic nations, the scholars emphasized the need for collaboration that respects Indigenous knowledge systems alongside Western science.
The Northern Vision Fellowship continued to elevate early career professionals who are committed to driving change in their communities. Fellows participated in high-level discussions with policymakers and industry leaders, ensuring that grassroots perspectives were part of conversations on sustainable development, broadband access, and climate adaptation.
As the Arctic continues to be a focal point for global climate, economic, and geopolitical shifts, forums like the Arctic Encounter Symposium remain crucial. But what made 2025 especially significant was the clear shift in who is leading the dialogue. Youth. Indigenous thinkers. Community-rooted researchers. These are not the future voices, they are the voices now.
Rising Indigenous Voices Radio celebrates the momentum created at this year’s AES and the collective efforts to ensure the Arctic is not just studied, but stewarded with respect, vision, and Indigenous leadership at the core.
