University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2008 Exploring Why Students Stay in School: Inuit Perceptions of Modern Guideposts (Nutaaq Inuksuit) That Will Help Students Stay in High School Karen Tyler University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Recommended Citation Tyler, Karen, "Exploring Why Students Stay in School: Inuit Perceptions of Modern Guideposts (Nutaaq Inuksuit) That Will Help Students Stay in High School" (2008). Graduate College Dissertations and Theses. 232. https://scholarworks.uvm.edu/graddis/232 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. EXPLORING WHY STUDENTS STAY IN SCHOOL: INUIT PERCEPTIONS OF MODERN GUIDEPOSTS (NUTAAQ INUKSUIT) THAT WILL HELP STUDENTS STAY IN HIGH SCHOOL A Dissertation Presented by Karen Tyler to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies October, 2008 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education, specializing in Educational Leadership and Policy Studies. Dissertation Examination Committee: dvisor Charles Rathbone, P~.D. James Mosenthal, Ph.D. Chairperson Vice President for Research and Graduate Studies Date: May 13,2008 ABSTRACT Although the Inuit of Nunavut, Canada gained control of their educational institutions when the territory of Nunavut was formed on April 1, 1999 (Nunavut Land Claims Agreement Act, 1993), the high school graduation rates of Inuit students remain very low. Academic deficiencies exist in Nunavut, where from 1999 to 2006 only twenty- five percent of Inuit youths graduated from high school (Nunavut Department of Education, 2006). Inuit who do not remain in school have difficulty obtaining leadership positions in this new territory (Berger, 2006). This research was designed to answer the question: “What modern guideposts (nutaaq inuksuit) do Inuit perceive are needed to help more Inuit students complete high school in Nunavut, Canada?” Qualitative case study methods were used that incorporated Inuit Traditional Knowledge (Inuit Qaujimajatuqangit). Traditionally, Inuit relied on guideposts (inuksuit) to help them navigate their way through unfamiliar territory. Conceptually, this study will suggest guideposts which encourage Inuit students to complete school by combining traditional and modern (nutaaq) knowledge. Living in the Arctic for fourteen years has made the researcher more aware of the importance of using a culturally sensitive methodology. In the fall of 2007, sixty-six interviews of Inuit youth, adults, and elders in the communities of Pangnirtung and Sanikiluaq were conducted. Interviewees identified what they perceived would help more Inuit students to gain the academic and cultural knowledge they need to graduate from high school. The findings from the interviews are grouped into four themes that individuals viewed as significant to this research: Home, School, Community, and Inuit Culture. Interviewees expressed a belief that these findings are no longer acknowledged in the educational system. However, they are still present in everyday Inuit child-rearing practices as cultural norms. The findings and the cultural norms that are associated with them, were organized into a cultural framework using the four identified themes. It is hoped that each community will develop their own unique guidepost using the cultural framework. A summary of the findings as they relate to each the four themes of Home, School, Community and Inuit Culture are presented below, along with the Inuit phrases indicative of the cultural norms. Interviewees expressed that: 1. In the home, they desired a greater readiness for high school, more parent involvement, and closer home-school partnerships than the rudimentary levels that exist now. The Inuktitut phrase is: “Are we prepared and ready to go? (Atii?)” 2. In the school, they desired more funded learning opportunities that value relationships and mentoring with elders and other individuals than the rudimentary levels that exist now. The Inuktitut phrase is: “Remember I care about you and our relationship? (Ain?)” 3. In the community, they desired better communications and networking among government departments, businesses, and local organizations than the rudimentary levels that exist now. The Inuktitut phrase is: “Are we in agreement? (Ii?)” 4. In relation to the Inuit traditions, they desire more traditional skills to be taught. They also desire that Inuit youths learn from the elders and other individuals how to apply cultural values, like Inuit Traditional Knowledge in the modern world. The Inuktitut phrase is: “Can we go outdoors together? (Ittaarlu?)” DEDICATION This work is dedicated to my parents, Dr. and Mrs. H. Richard Tyler, who always stressed the importance and value of obtaining an education. Their ongoing love, encouragement, advice, and support throughout the years have made many things that I dreamed to do possible. I also hope that I am able to be such an excellent role model and inspiration for my own children, as my parents have been for me. I also dedicate this work to my four children, Jason Jamesie Kilabuk, Tanya Bea Kilabuk Gaul, Nathan Jim Kilabuk, and Elaine Grace Kilabuk – all Nunavut beneficiaries. They have filled my life with love, and continually amazed me as they have grown and succeeded in their different ways to blend traditional cultural values with modern skills. I hope that my children and their respective spouses, Diane Alorut Kilabuk and Matthew Gaul, always remember to believe in and work towards their dreams, even against all odds, just as you have helped me to do. I would also like to dedicate this work to my grandchildren, Vanessa Annie Alorut Kilabuk, Wayne Ipeelee Alorut Kilabuk, and Andrew Richard Alorut Kilabuk, and other anticipated grandchildren. Their generation represents the potential and future of Nunavut. Finally, I would like to dedicate this research to the Inuit of Nunavut. I feel honored to have had the opportunity to share in many Arctic adventures where I learned traditional Inuit values and developed relationships based on friendship, mutual respect, care, laughter, and of course, tears. My hope is that this research will make a difference in the educational opportunities made available to Inuit youths, so that their lives will be enriched as mine has been by being exposed to both cultures. ii ACKNOWLEDGEMENTS First and foremost, I would like to acknowledge the contribution of my parents, Dr. and Mrs. H. Richard Tyler for their continued support and encouragement in making this dissertation become a reality. I am also extremely grateful to my advisor, Charles Rathbone, Ph.D. who has mentored me over these past three years with his patience and his encouragement. I feel very fortunate to have been able to learn from his expertise in engaging students, using cooperative groups, and making learning meaningful and equitable for all. I would also like to acknowledge the contribution of other professors. I am grateful to James Mosenthal, Ph.D. for providing me with the year-long opportunity to learn from his expertise in research methodology and data analysis. I appreciate how Cynthia Gerstl-Pepin, Ph.D. continually guided me in the research processes with her expertise in qualitative research methodology. I thank Shelly Rayback, Ph.D. for her support and expertise as a fellow Arctic researcher. I am indebted to Herman Meyers, Ph.D. for his expertise in quantitative research methodology and his assistance with statistical data from Nunavut. I also want to thank Susan Brody Hasazi, Ed.D.; Maureen Neumann, Ph.D.; and Ellen A. Thompson, Ed.D. for their ongoing professional advice and support. I want to recognize the late Jeanne Chall, Ph.D. a former Harvard professor of Reading and Language at Harvard Graduate School of Education, who encouraged me to continually look for questions and measure learning by individual progress. iii I am also grateful to many other individuals who helped in a variety of ways. Along with their support and encouragement, I would like to recognize them for their specific contributions: My mother, Joyce Tyler, for her tireless efforts in editing; Tanya Kilabuk Gaul, Matthew Gaul, Elaine Grace Kilabuk, and Nathan Jim Kilabuk for proofreading and for their help with graphs, tables, slides, and computer skills; and Robert F. Harris for data verification and his continued support. I would also like to thank Jennifer Nachbur, a fellow TEAM alumni runner, for keeping me active; and Jean Beckham, my National Board Certified Colleague, for challenging me to do my best. I am grateful to Cheryl Schneck for the production of this dissertation, and I want to recognize Laurie Eddy, Salli Griggs, and Frances Keppler for their assistance. I appreciate the support and approval in Nunavut for this research from: Edward Picco, Minister of Education; Mary Ellen Thomas, Executive Director of the Nunavut Research Institute; Nunavut Tunngavik Federation; Hamlet of Pangnirtung; Pangnirtung District Education Authority; Hamlet