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Inuit Education and Formal Schooling in the Eastern Arctic

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Inuit Education and Formal Schooling in the Eastern Arctic INUIT EDUCATION AND FORMAL SCHOOLING IN THE EASTERN ARCTIC by Heather E. McGregor A thesis submitted in conformity with the requirements for the degree of Masters of Arts Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright Heather E. McGregor 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-38981-2 Our file Notre reference ISBN: 978-0-494-38981-2 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada 11 Inuit Education and Formal Schooling in the Eastern Arctic Master of Arts, 2008 Heather E. McGregor Department of Theory and Policy Studies University of Toronto Abstract Profound changes in education accompanied sustained contact between Inuit and Qallunaat, or non-Inuit, in the 20th century. A definition of "Inuit Education" is established here, and through four periods - the Traditional, Colonial, Territorial and Local - this history will investigate: aspects of Inuit Education employed in formal schools, their purpose and success; the relationship between Inuit Education and the Qallunaat system of schooling; and exploration of who initiated and controlled educational change. During the Local Period, 1985-1999, most educational decision-making occurred at the level of district education authorities and regional school boards, focusing on the re-establishment of Inuit Education within the formal school system. These mechanisms of local control brought about a form of education widely contributed to, and supported by, Inuit. As this thesis will demonstrate, it was this approach to education that had the best capacity to reflect Inuit culture, their relationship with the environment, and their vision of the future. 111 Acknowledgements I would like to thank the following Elders for permitting me to include their thoughts and words in this thesis: Mark Kalluak, Mariano Aupilardjuk, Gideon Qitsualik, Alice Ayalik and Moses Koihok. The following people provided advice or support with regard to this thesis or the process of graduate school, during the last two years: David F. Duke, Gillian Poulter, Cecelia Morgan, Harold Troper, Fiona Walton, Victoria Freeman, Gita Laidler, John MacDonald, Shirley Tagalik, Joe Karetak, Peter Geikie, and Mary-Ellen Thomas. I would like to recognize Heidi Bohaker for her role on my thesis committee and for her very thoughtful feedback and encouragement during the editing process. I am very grateful to Ruth Sandwell for her major contributions to the success, and enjoyment, of my experience at OISE and the accomplishment of this thesis. Ruth, you are a first-rate professor. Your efforts to create an excellent learning environment in the classroom, an inclusive community in the History of Education department at OISE, and a multi-disciplinary network of students and professors with common interests, are invaluable to students like me. Thank you, for so warmly encouraging me to explore the many facets of academic life, and for pushing me to find my own voice (and use it!) in the scholarly community. Phil McComiskey deserves many thanks for his unconditional patience and support throughout this chapter of our life. I would also like to thank my colleagues at the Emergency Management Unit, Ministry of Health and Long-Term Care for helping me to maintain the student/work/life balance that these past two years have demanded. My mother and father are my greatest teachers and I benefit from their experience, wisdom, and support everyday. However, particularly through the process of bringing this thesis to life, it is certain that I could not have done it without them. The wealth of resources located, iv the number of questions answered and the breadth of logistical challenges solved by them are too many to count! This thesis is a testament to the intention with which they have encouraged me to engage with, and reflect on, the world I experience around me. It is dedicated to them, and the passion with which they have lived and worked in the North. Anaana, Ataata: Akuluk! v Contents Figure 1: Map of Canada's Three Territories vi Introduction: Situating the History of Education in Nunavut - Process and Perspective 1 Chapter 1: History of the Eastern Arctic - Foundations and Themes 24 Chapter 2: Living and Learning on the Land - Inuit Education in the Traditional Period 52 Chapter 3: Qallunaat Schooling - Assimilation in the Colonial Period 73 Chapter 4: Educational Change - New Possibilities in the Territorial Period 109 Chapter 5: Reclaiming the Schools - Inuit Involvement in the Local Period 146 Conclusion: Lessons Learned - Integration of Inuit Education and Formal Schooling 188 Appendix A: Inuit Qaujimajatuqangit (IQ) Principles 209 Bibliography 211 VI Figure 1 - Map of Canada's Three Territories ?«orth Pole $? 5!*le nora /! \ / i \ / I \ \ / ARCTIC jOCFAN \ / OCEAN iARCTIQlte \ scJ / / / J * I Island * - Alert I J lie : "I ' / North Mag-ietc Hale ,• -. d'Bliesmere I www.atlas.gc. ca > • ,, ' KA1.AAI.1.IT NUXAAT / lORONLANDJ / HgiOeffl', - J I / *^* I «> - .' (Vtt nitsjirk / TSwnrnwrik) / , 4 " \ / ""•- gates / •-::' / %. .J.'/*VI*«!_ _. / Bank* • '. ' ~ ;—/'J ... c -«• &»*'"! Hay ^ / *fcr cfe Beaufort j jgathi "">•» "/ 9mwl~{-' Bam tie Baffin fe ^stUd? ^Barbour- *W "^ .''j&otifc., •*. Tukcoyaktuk \ •"-" ' i - 1 ln,et /**. /--s,!Ki.":- J- *»- . * ~ 11 ArWi*^-**? ^ Ba y:. -ft Clyde \ %. «rV-*Rlver ^^Is. Baffin _ island "-n y / NORTHWEST / ^* --..^.•K'a'«' •e'awson QtWqllrpMtd/a,,, . J TE*RlTOKtES -' Cambrld§e Ql t Ca 1 iW x v?" / 2 * .„ ' T3l*vo3R-'-^-i^i>v^ *" ' ' ' *-'-< <•/; YUKON , 'Nomiiri"^|^"se~^^ktiK , &»» -Wen- , s.-s^'-frHali ,->ff • «, wells a f^sjs.-jai\ "• Beach Repulse t-o*<? \ x §?t- Beam s Cape *»• .IqnVult J. >.-._•• •• < WrigievJ* * NotU>-ol=KST "\ \ W»ffOr> ysi-k '-^v Cu»ai Haroour fO^'*/"^ S^pwnl t^afJJctKhok* ;^-^'^^'? .Baker L^ke" «t- teaJutton |'whi)cCave» •*>' / "--^ GiBfiBtec: oi3e s Fscfav^s . '<%* f ' > •1/:;.--**£Srt Smith .* Arviatf f yl'FBFl- LEGEND / LEGENDE -*r,\ ^7- / r QrRBF.r Territorial capital / 'MAMTttBA* Capitate territoriola Sanlkiluaq. _ Other populated placas / Aittres lieuK kabit£s international boundary / Frcntl&re Internationale Scale / Echelle Territorial r>ou ndary / 3M » see tot Limit* t«rrttori»l« km Dividing lino / Ltgne de s^taratlon {Canada and/et Kalaallft ftunaat) '•Q 1006. Her Majesty the Queen in Right of Canada, Naairal Besaurces Car»aoa. Si Majcst*; sa R?tn# (1M chfif eiM Canada, Re^jsowpc^s ns^anen^? can^a. Source: Natural Resources Canada, "The Territories," The Atlas of Canada, available from: http://atlas.nrcan.gcxa/site/englisri/rnaps/refererice/provincesterritories/northern _territories/referencemap_image_view, accessed 14 March 2008. 1 Introduction: Situating the History of Education in Nunavut - Process and Perspective This thesis explores the profound changes in education that accompanied the sustained contact between Inuit and Qallunaat, or non-Inuit, in the 20th century. Change was complex, varied and non-linear, but for the sake of clarity in this brief history, I have created four periods in which to examine this change. I have called the earliest the Traditional Period. It includes the history of the Inuit prior to sustained contact with, and colonization by, Qallunaat which began around 1945. While studying the Traditional Period presents methodological challenges, identification of educational practices in existence before contact allows for the development of a definition of "Inuit Education." This definition includes an exploration of its content and methodology, as well as an understanding of the ways in which education was socially and culturally situated. The study proceeds to evaluate the trajectory of educational change during the three subsequent periods of formal education, which
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