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Unlearning Qallunaat Ways 1 Running Head: Unlearning Qallunaat Ways 1 Unlearning Qallunaat Ways: Self-Reflection and Transformation While Working in Nunavut A Thesis Submitted to the Faculty of Education In Partial Fulfillment of the Requirements for the Degree of Master of Education University of Prince Edward Island Charlottetown, PE October 22, 2017 UNLEARNING QALLUNAAT WAYS 2 Abstract The purpose of this thesis is to explore my personal journey of transformation as it took place while working with Inuit educational leaders and youth in Nunavut from 2011 to 2015. Using autoethnography, I provide a background to who I was before working with Inuit, and then go on to explore how I learned about the history of education in Nunavut, about the process of colonization, and the emotions felt as I struggled to come to terms with my privilege as a white, middle-class Canadian and descendant of European settlers while working within an Indigenous context. I conclude by sharing the importance of building relationships as a way of healing and moving forward with a goal of becoming an ally and trying to do my small part in the reconciliation process. KEY WORDS: Qallunaat, autoethnography, Nunavut, Inuit, settler UNLEARNING QALLUNAAT WAYS 3 Dedication An Inuit educational leader and participant in the Nunavut Master of Education program 2010-2013 shared the following advice: [N]o matter how difficult, no matter how negative it seems, you need to move forward. Like my late grandmother would always say, “In life, you will come across boulders that will stop you from moving on the path. Go around that boulder, go over that boulder, but don’t go under it because then you will force whatever is slowing you down to overpower you.” Think of this program as a tool, as a way to overcome the issues that you face, that your school faces, and what your community faces. Think of the program as one that empowers you, not limit[s] you. ( Tulloch, & Walton, 2015, p. 83) This thesis is dedicated to all the people in my life who repeatedly hauled me out from under that boulder, otherwise known as this thesis. Over the course of almost five years working on research projects and programs in Nunavut, I learned an incredible amount. I would like to thank and for giving me the opportunity to work with the research and programs in Nunavut when I had limited work experience to back up my education. has helped teach me how to question the world, how to care about and for people, and how to look for opportunities in everything, while Sandy has taught me the importance of making a well-balanced life a priority. As my grandmother would say, “There’s always something to keep the rabbit’s tail short.” It took me many years to realize how true this is. It seems like there was always something to keep busy with. It was helpful that let me take the time I needed to finish this thesis. UNLEARNING QALLUNAAT WAYS 4 I would like to especially thank my partner, , who has supported me to continue this thesis through the many times when I felt like I might prefer not to complete the process. Thanks also go out to my extended family who took turns watching our daughter so I could meet deadlines. I would like to thank my friend . We began our theses together, and, as time passed, our conversations not only focused on encouraging each other to finish our work, but they also included updates on our new babies. The final thank-you goes out to all my Nunavut colleagues, whose lessons are what led me to this thesis. The relationships I built with the powerful Inuit women in the Nunavut Master of Education program helped to guide and shape the person I became. I carry with me the lessons they have shared, along with their uncompromising hope that they can, and will, make change in this world. UNLEARNING QALLUNAAT WAYS 5 Table of Contents Abstract .................................................................................................................. 2 Dedication .............................................................................................................. 3 Table of Figures ..................................................................................................... 8 Prologue ................................................................................................................. 9 Chapter One: Introduction ................................................................................... 10 The Process ...................................................................................................... 14 The Means: Narrative Autoethnography ......................................................... 16 Settler–Indigenous methodology. ................................................................ 19 The Place .......................................................................................................... 20 Chapter Two: Who I Was .................................................................................... 23 Growing Up on PEI ......................................................................................... 23 School life. ................................................................................................... 25 Undergraduate Days. ........................................................................................ 27 Travel Abroad .................................................................................................. 30 Master of Arts .................................................................................................. 38 Internship Experience ...................................................................................... 40 Walking in both worlds. ............................................................................... 48 Returning to PEI .............................................................................................. 51 Big girl job ................................................................................................... 53 Chapter Three: Incorporating New Knowledge into My Life ............................ 55 What I Learned About Education in Nunavut ................................................. 56 Current state of education in Nunavut ......................................................... 56 UNLEARNING QALLUNAAT WAYS 6 Pre-contact education to settlements. ........................................................... 58 Residential schools. ...................................................................................... 62 Inuit educational leaders. ............................................................................. 64 Nunavut-era educational leadership. ............................................................ 67 Graduate-level education. ............................................................................ 74 Nunavut Master of Education program. ....................................................... 75 What I Learned about Decolonization ............................................................. 78 Colonial Canada. .......................................................................................... 78 Critical reading. ............................................................................................ 81 The history of research in Indigenous communities .................................... 83 Decolonizing research. ................................................................................. 86 Indigenous knowledge and IQ principles .................................................... 89 The importance of relationship. ................................................................... 91 The apology. ................................................................................................ 93 Chapter Four: Journey of Transformation ........................................................... 95 Learning about the Big Girl Job ....................................................................... 95 About the Nunavut MEd program. .............................................................. 96 Program research ......................................................................................... 97 Students arrive on campus. .......................................................................... 99 First trip to Nunavut. .................................................................................. 104 Documentary video journey. ...................................................................... 108 Doing the work. ......................................................................................... 118 Program research. ...................................................................................... 124 UNLEARNING QALLUNAAT WAYS 7 Working through Colonialism ....................................................................... 126 Guilt ........................................................................................................... 127 Anger. ......................................................................................................... 131 Silence. ....................................................................................................... 133 Moving Forward Together ............................................................................. 139 Shared change. ........................................................................................... 140 Gathering strength. ..................................................................................... 145 Finding my way through relationships. ....................................................
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