Northern University Futures: Working Together to Develop a University in Inuit Nunangat (original) (raw)

Revisiting Inuit Qaujimajatuqangit: Inuit Knowledge, culture, language and values in Nunavut Institutions since 1999

Montréal. Il a pour mission la promotion et la valorisation de la recherche. Érudit offre des services d'édition numérique de documents scientifiques depuis 1998. Pour communiquer avec les responsables d'Érudit : info@erudit.org Article "Revisiting Inuit Qaujimajatuqangit: Inuit knowledge, culture, language, and values in Nunavut institutions since 1999" Francis Lévesque Études/Inuit/Studies, vol. 38, n° 1-2, 2014, p. 115-136. Pour citer cet article, utiliser l'information suivante : URI: http://id.erudit.org/iderudit/1028856ar Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir.

Illiniavugut Nunami : learning from the land : envisioning an Inuit-centered educational future

2017

Diane Obed Illiniavugut Nunami: Learning from the Land Envisioning and Inuit-centered Educational Future We are at a critical juncture in history where decolonization and indigenization are poised to influence the changing nature of global and local forms of education. With the help of public campaigns like the Truth and Reconciliation Commission, western education institutions are becoming increasingly aware that their forms of western epistemology and knowledge production continue to exercise forms of Eurocentric colonial power. This research study of Inuit land-based knowledge in Nunatsiavut is foregrounded by a critical analysis of Eurocentric education that is implicated in its centuries-long suppression. This community-led research study builds upon Inuit epistemological understandings that help promote Inuit modes of knowledge transmission that often take place on and with nuna-the land. Land-based learning and knowledge is a culturally responsive and competent approach enabling the development of Inuit people who are offered the freedom of choice to an education based in their philosophies and traditions, which contributes to flourishing Inuit societies.

QALLUNAALIAQTUT: Inuit Students' Experiences of Postsecondary Education

The purpose of this study was to learn from the experiences of post-secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post-secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students' needs and aspirations. QALLUNAALIAQTUT: L'EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L'objectif de cette étude est de mieux comprendre l'expérience des étu-diants inuits du Canada. Au moyen d'enquêtes, d'entrevues et de groupe focus, on constate qu'en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d'information sur les études postsecon-daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d'améliorer l'accès aux études postsecondaires dans l'Inuit Nunangat, en insistant notamment sur le fait que l'on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l'on doit aussi répondre aux besoins et aspirations des étudiants inuits. The complex and interconnected political and economic challenges facing the four regions of Inuit Nunangat, 1 including the staffing and running of relatively new Northern governments, pressing social and environmental policy issues, 2 and an increasing focus on non-renewable resource development in the Arctic require creative and innovative solutions, beginning with the people who call

The Changing Tides of Education in Nunavut: A Non-Inuit Perspective of Inuit Qaujimajatuqangit

T-Space, 2017

Despite the changing tides of educational policy and reform, the power imbalances that maintain control over the system of education in Nunavut remain largely the same, and relatively unchanged. It is through a push and pull between Inuit and non-Inuit goals that educational policy and practice shift, back and forth, as one new initiative after the other ultimately rises only to inevitably fall, with each new tide of change. Thus, examining recent reform and new initiatives by the Department of Education to promote student academic achievement and success, this qualitative study, through semi-structured interviews, explores how non-Inuit educators in Nunavut might interpret, support, and effectively implement the goals of education within their classrooms. As the majority of teachers are non-Inuit, this research project revealed that without clear directives and lacking key resources to effectively combine Inuit culture and values within mainstream education, non-Inuit educators undoubtedly struggle to understand enough about Inuit qaujimajatuqangit to effectively transform the vision and goals of education in Nunavut into one seamless and well balanced system of schooling.

Akia (the other side) of Ilinnarvik (school) and the Inuit University Student

2019

This study examines the intricacies of southern resident Inuit post-secondary student life in relation to education and the funding stream made available to them. The Inuit students are all beneficiaries of land claims areas but are not residing inside the land claims area that recognizes them as such. The post-secondary funding stream is used as a catalyst, the agent that demands action from the Inuit students which in turn creates a series of resultant events. Among these events is how Inuit in the south are perceived by the mainstream populations and the effects that the perception has on Inuit identity. Not only are post-secondary students involved in examining their educational process, my study also examines how the Nunavut Land Claims Agreement was created through the experience of lawyer, John Merritt. Merritt has stayed with the Nunavut Land Claims Agreement before it was birthed onto the nation of Canada and throughout its implementation. Jason LeBlanc, is a southern Inuit service provider and Executive Director of Ottawa Tungasuvvingat Inuit. He brings to light the effects that the northern land claims agreements have on the burgeoning southern Inuit population. He also focuses attention on the constraints of Canadian political processes that infringe on the supports that can be accessed. Heather Igloliorte, a professor at Concordia University in Montreal shares some of the harsh realities of being an Inuk academic inside of what should be the most apolitical space in Canada. This study also contains the dilemmas of two Inuit post-secondary students who are currently unable to complete their university education and the policy that surrounds their circumstances. This is Akia, the other side of Ilinniarvik (school) and the southern Inuit post-secondary student. AKIA (THE OTHER SIDE) iii ACKNOWLEDGEMENTS Ma'na firstly to Dr. Evelyn Steinhauer, who took me on as a doctoral student when I thought no one else would. Dr. Steinhauer has made herself available to me whenever I have asked and her clear-thinking and direction have enriched my work. Her letters of support both for scholarships and employment have made this road much easier to tread. Dr. Evelyn Steinhauer loved me into the completion of this work. Her ways of being and knowing showed me how I shall treat my future students, especially how believing in someone is what matters most. Ma'na, second thanks are extended to my committee members, Dr. Noella Steinhauer, who read and saw more than I did and Dr. Trudy Cardinal, for her gentle insight. Ma'na to Dr.