The Inuit Way a Guide to Inuit Culture
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Promising Practices in Suicide Prevention Across Inuit Nunangat
Promising Practices in Suicide Prevention Across Inuit Nunangat NISPS RESEARCH AND DATA COLLECTION PROJECT JUNE 2019 1 About Inuit Tapiriit Kanatami Inuit Tapiriit Kanatami (ITK) is the national representational organization for Canada’s 65,000 Inuit, the majority of whom live in four regions of Canada’s Arctic, specifically, the Inuvialuit Settlement Region (Northwest Territories), Nunavut, Nunavik (Northern Quebec), and Nunatsiavut (Northern Labrador). Collectively, these four regions make up Inuit Nunangat, our homeland in Canada. It includes 53 communities and encompasses roughly 35 percent of Canada’s land mass and 50 percent of its coastline. The comprehensive land claim agreements that have been settled in Inuit Nunangat continue to form a core component of our organization’s mandate. These land claims have the status of protected treaties under section 35 of the Constitution Act, 1982, and we remain committed to working in partnership with the Crown toward their full implementation. Consistent with its founding purpose, ITK represents the rights and interests of Inuit at the national level through a democratic governance structure that represents all Inuit regions. ITK advocates for policies, programs and services to address the social, cultural, political and environmental issues facing our people. ITK is governed by a Board of Directors composed of the following members: • Chair and CEO, Inuvialuit Regional Corporation • President, Makivik Corporation • President, Nunavut Tunngavik Incorporated • President, Nunatsiavut Government In addition to voting members, the following non-voting Permanent Participant Representatives also sit on the Board of Directors: • President, Inuit Circumpolar Council Canada • President, Pauktuutit Inuit Women of Canada • President, National Inuit Youth Council Prepared by Firelight Research Inc., 2019 2 Acknowledgements This report was produced by Inuit Tapiriit Kanatami with support from the National Inuit Suicide Prevention Strategy Working Group and The Firelight Group. -
Wearing Our Identity – the First People's Collection
Wearing our Identity – The First People’s Collection Texts of the exhibition Table of content Introduction 2. Fashioning identity 2. 1 – Wearing who I am 3. 1.1 – Wearing where I come from 3. 1.2 – Wearing life’s passages 3. 1.3 – Wearing my family 6. 1.4 – Wearing my rank 7. 2 – Wearing our culture 10. 2.1 – Wearing our traditions 10. 2.2 – Wearing our legends 15. 2.3 – Wearing our present 16. 3 – Wearing our history 17. 3.1 – Wearing our honour 18. 3.2 – Wearing our struggles 20. 3.3 – Wearing our resilience 21. 4 – Wearing our beliefs 23. 4.1 – Wearing our universe 23. 4.2 – Wearing animal power 24. 4.3 – Wearing spiritual respect 25. 2 Wearing our Identity – The First People’s Collection © McCord Museum, 2013 0 – Introduction Wearing Our Identity The First Peoples Collection Questions of identity lie at the heart of many debates in today’s rapidly changing world. Languages and traditions are threatened with extinction. When this happens, unique knowledge, beliefs and histories are wiped out. First Peoples understand well the challenges and tensions that can erode a sense of self and belonging. Yet, they have shown remarkable resilience in both preserving ancient identities and forging new ones. Whether building on the rich textures of the past or fearlessly transforming contemporary fashion, First Nations, Inuit and Métis use clothing to communicate the strength and meaning of their lives. An exploration of First Peoples dress is a compelling and emotional experience – one that must follow interwoven threads of community and spirituality, resistance and accommodation, history and innovation. -
Cosmology and Shamanism and Shamanism INTERVIEWING INUIT ELDERS
6507.3 Eng Cover w/spine/bleed 5/1/06 9:23 AM Page 1 INTERVIEWINGCosmology INUIT ELDERS and Shamanism Cosmology and Shamanism INTERVIEWING INUIT ELDERS Mariano and Tulimaaq Aupilaarjuk, Lucassie Nutaraaluk, Rose Iqallijuq, Johanasi Ujarak, Isidore Ijituuq and Michel Kupaaq 4 Edited by Bernard Saladin d’Anglure 6507.5_Fre 5/1/06 9:11 AM Page 239 6507.3 English Vol.4 5/1/06 9:21 AM Page 1 INTERVIEWING INUIT ELDERS Volume 4 Cosmology and Shamanism Mariano and Tulimaaq Aupilaarjuk, Lucassie Nutaraaluk, Rose Iqallijuq, Johanasi Ujarak, Isidore Ijituuq and Michel Kupaaq Edited by Bernard Saladin d’Anglure 6507.3 English Vol.4 5/1/06 9:21 AM Page 2 Interviewing Inuit Elders Volume 4 Cosmology and Shamanism Copyright © 2001 Nunavut Arctic College, Mariano and Tulimaaq Aupilaarjuk, Bernard Saladin d’Anglure and participating students Susan Enuaraq, Aaju Peter, Bernice Kootoo, Nancy Kisa, Julia Saimayuq, Jeannie Shaimayuk, Mathieu Boki, Kim Kangok, Vera Arnatsiaq, Myna Ishulutak, and Johnny Kopak. Photos courtesy Bernard Saladin d’Anglure; Frédéric Laugrand; Alexina Kublu; Mystic Seaport Museum. Louise Ujarak; John MacDonald; Bryan Alexander. Illustrations courtesy Terry Ryan in Blodgett, ed. “North Baffin Drawings,” Art Gallery of Ontario; 1923 photo of Urulu, Fifth Thule Expedition. Cover illustration “Man and Animals” by Lydia Jaypoody. Design and production by Nortext (Iqaluit). All rights reserved. The use of any part of this publication, reproduced, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrieval system, without written consent of the publisher is an infringement of the copyright law. ISBN 1-896-204-384 Published by the Language and Culture Program of Nunavut Arctic College, Iqaluit, Nunavut with the generous support of the Pairijait Tigummivik Elders Society. -
Addressing Gendered Violence Against Inuit Women: a Review of Police Policies and Practices in Inuit Nunangat
Addressing Gendered Violence against Inuit Women: A review of police policies and practices in Inuit Nunangat Full Report & Recommendations Pauktuutit Inuit Women Canada and Dr. Elizabeth Comack Department of Sociology and Criminology University of Manitoba January 31, 2020 pauktuutit.ca A REVIEW OF POLICE POLICIES AND PRACTICES IN INUIT NUNANGAT Contents Acknowledgements . .3 The Report in Brief . .4 Gendered Violence against Inuit Women . .10 Basic Demographics . .11 Framing the Issue: Locating Gendered Violence in the Colonial Context . .12 Pre-contact . .13 Early Contact . .14 Life in the Settlements . .16 The Role of the RCMP in the Colonial Encounter . .17 Into the Present . .22 The “Lived Experience” of Colonial Trauma . .24 Contemporary Policing in Inuit Nunangat . .27 RCMP Policies and Protocols . .27 RCMP Detachments . .29 The First Nations Policing Policy . .29 Policing in Nunavik: the Kativik Regional Police Force . .30 Policing Challenges . .32 Methodology . .35 Policing In Inuvialuit . .38 Safety Concerns and Gendered Violence . .38 Police Presence . .40 Community Policing: Set up to fail? . .40 Racism or Cultural Misunderstanding? . .43 Calling the Police for Help . .45 Responding when Domestic Violence Occurs . .46 The “Game within the Game” . .48 What Needs to be Done? . .51 Healing and Resilience . .54 Policing in Nunavut . .57 Police Presence . .58 The Police Response . .59 Racialized Policing . .60 “Don’t Trust the Cops” . .61 Normalizing Gendered Violence . .63 Policing Challenges . .64 High Turnover of Officers . .65 Inuit Officers . .66 The Language Disconnect . .68 The Housing Crisis . .69 What Needs to be Done? . .70 PAUKTUUTIT INUIT WOMEN OF CANADA 1 ADDRESSING GENDERED VIOLENCE AGAINST INUIT WOMEN Policing in Nunatsiavut . -
Inuktut Language Month
DEPARTMENT OF CULTURE AND HERITAGE eNewsletter In this issue: Uqausirmut Quviasuutiqarniq 2018 ....................................................... 2 Literacy Boxes to Schools, Daycares, and Libraries! . 2 Inuit Beliefs and Myths .................................................................... 3 Songwriting Contest Winners ............................................................ 7 Online Resources ........................................................................ 10 And much more! Uqausirmut Quviasuutiqarniq | 2018 Uqausirmut Quviasuutiqarniq Literacy Boxes to Schools, 2018 Daycares, and Libraries! February is Inuktut Language Month. This is The Department of Culture and Heritage is a time when Nunavummiut celebrate Inuit pleased to be sending out over 100 boxes of language and culture across our territory! books to celebrate Language Month. Schools, daycares, and libraries across Nunavut are This newsletter was developed to support once again receiving these boxes with carefully the promotion and use of Inuktut in our selected resources in Inuktut. workplaces, communities, and homes. Each box includes a range of picture books, In the following pages, you will find out about novels, and information books. The books were the theme for Uqausirmut Quviasuutiqarniq chosen for the age groups receiving them and this year, including announcements, resources, to match this year’s theme of Inuit beliefs and and information about programs that suppor t myths. Inuktut. Uqausirmut Quviasuutiqarnirmut Themes 2018-19 Inuit Beliefs and Myths 2019-20 Traditional Songs and Chants 2020-21 Inuit Names 2021-22 Traditional Games 2 Uqausirmut Quviasuutiqarniq | 2018 The 2018 Theme for There were so many beliefs about how we treated people. We were told never to make Inuktut Language Month fun of people who had physical deformities, Inuit Beliefs and Myths had mental challenges, and so on. If we made fun of them, our children or grandchildren As an Inuk growing up in Canada’s Arctic, I would have those characteristics. -
Creating Culturally-Safe Spaces and Care for Inuit Women and Their
Creating Culturally-Safe Spaces and Care for Inuit Women and Their Families A Resource Guide for Service Providers Did you know this about Inuit? 1 I • 65,000 in Canada Inuit Nunangat means Inuit • 27 percent live outside Inuit Nunangat ᐃᓄᕕᐊᓗᐃᑦ Nunangat ‘Inuit Homeland’ Inuvialuit • 51 percent are under 25 years of age and includes the • Are the fastest growing population in Canada Inuvialuit Settlement • Inuit means people, Inuk is one person ᓄᓇᕗᑦ Nuna vut • Inuktitut has over 15 dialects and is written in Region, Nunavik, ᓄᓇᑦᓯᐊᕗᑦ Nunatsiavut Inuktitut syllabics ᓄᓇᕕᒃ Nunatsiavut, and Nunavik As a service provider, understanding the lived experience of Inuit women clients is key to providing culturally-competent Nunavut. quality care. Why do Inuit women move south? Contemporary realities 2 Reasons for relocating are often linked to the impacts of Social and economic ine—qualities colonization. • Number of physicians per person • 30 per 100,000 in Nunavut Pull Factors • 119 per 100,000 in urban centres • Higher education • Median income across Inuit Nunangat • Employment • $23,485 for Inuit • Family unity and reunification • $92,011 for non-Inuit Push Factors • Percentage of households without enough food • Lack of services • 70 per cent of Inuit in Nunavut • High cost of living • 8 per cent in the rest of Canada • Health care • Overcrowded homes in Inuit Nunangat • Overcrowded, inadequate, or unaffordable housing • 52 per cent of Inuit • 9 per cent of non-Inuit Colonization These realities depict the continuing effects of colonization, including impacts on health, such as TB with a rate 300 times Inuit have a 5,000-year history of distinct worldview and beliefs higher among Inuit vs the Canadian born non-indigenous population. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � -
Interviewing Inuit Elders
6507.1 Volume 2 covers 5/1/06 1:35 PM Page 1 INTERVIEWINGPerspectives INUIT onELDERS Traditional Law erspectives on Traditional Law P INTERVIEWING INUIT ELDERS Mariano Aupilaarjuk, Marie Tulimaaq, Akisu Joamie, Emile Imaruittuq, Lucassie Nutaraaluk 2 Edited by Jarich Oosten, Frédéric Laugrand and Wim Rasing 6507.5_Fre 5/1/06 9:11 AM Page 239 6507.1OralHistory2 LAW 5/1/06 8:25 AM Page 1 INTERVIEWING INUIT ELDERS Volume 2 Perspectives on Traditional Law Mariano Aupilaarjuk, Marie Tulimaaq, Akisu Joamie, Emile Imaruittuq, Lucassie Nutaraaluk Edited by Jarich Oosten, Frédéric Laugrand and Wim Rasing 6507.1OralHistory2 LAW 5/1/06 8:25 AM Page 2 Interviewing Inuit Elders Volume 2 Prespectives on Traditional Law Copyright ©1999: Nunavut Arctic College and Mariano Aupilaarjuk, Marie Tulimaaq, Akisu Joamie, Emile Imaruittuq, Lucassie Nutaraaluk, Jarich Oosten and Frédéric Laugrand, Wim Rasing, Alexina Kublu and participating students (as listed within). Photos by Nick Newbery (Acknowledgements), Frédéric Laugrand and Sally Mikijuk. Cover illustration “Man and Animals” by Lydia Jaypoody Design and production by Nortext (Iqaluit) All rights reserved. The use of any part of this publication, reproduced, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrieval system, without written consent of the publisher is an infringement of the copyright law. ISBN 1-896-204-341 Published by the Language and Culture Program of Nunavut Arctic College, Iqaluit, Nunavut X0A 0H0 with the generous -
The Impact of Resource Extraction on Inuit Women and Families in Qamani'tuaq, Nunavut Territory
THE UNIVERSITY OF BRITISH COLUMBIA School of Social Work The Impact of Resource A Extraction on Inuit Women quantitative assessment and Families in Qamani’tuaq, Nunavut Territory A Report for the Canadian Women’s Foundation January, 2016 Pauktuutit Inuit Women of Canada School of Social Work, University of British Columbia Rebecca Kudloo, President Pauktuutit Inuit Women of Canada Prepared by: Karina Czyzewski and Frank Tester Nadia Aaruaq University of British Columbia, School of Social Work Qamani’tuaq, Nunavut Territory With support from: Sylvie Blangy Canadian Institutes of Health Research Centre nationale de la recherche scientifique (CIHR) (Montpellier, France) Research for this report was funded by grants from: The Canadian Women's Foundation ArcticNet Non-medical Research Account, School of Social Work, UBC i IN CELEBRATION OF NELLIE QIYUARYUK November 28, 1954 – November 5, 2014 EXECUTIVE SUMMARY This research report is the second of two documents dealing with the social impacts of mining activity near Qamani’tuaq (Baker Lake) on Inuit women and families in the community. The first report (March 2014) was based on interviews and qualitative data. This report deals with results of a questionnaire, with content developed in 2013 by Inuit women of Qamani’tuaq in the course of a week-long workshop. The questionnaire was completed by 62 women, aged 19 years and older. The data deals with their experience, perceptions and feelings. While social impact research typically focuses on statistical indicators (rates at which services are engaged, facilities used, employment rates, training received, health statistics, etc.), there are considerable shortcomings to this approach. The quality of life experience is important. -
Indigenous Study Guide Indigenous Yet, Many Educators Have Little Knowledge of Indigenous Peoples
Annick Press AN EDUCATOR’S GUIDE TO UNDERSTANDING INDIGENOUS CONTENT IN K–12 CLASSROOMS By Colinda Clyne Curriculum Leader for First Nations, Métis and Inuit Education Upper Grand District School Board, Ontario REVIEWERS: Dr. Niigaanwewidam James Sinclair Associate Professor, Dept. of Native Studies University of Manitoba, Winnipeg, Manitoba Dr. Angelina Weenie Associate Professor, Indigenous Education First Nations University of Canada, Regina, Saskatchewan Nadine McSpadden , Aboriginal Learning Surrey District School Board, Surrey, British Columbia Elizabeth Cremo Director of Education, Eskasoni School Board, Eskasoni, Nova Scotia T ABLE OF CONTENTS INTRODUCTION • 3 KEY TERMINOLOGY • 7 SETTING THE CONTEXT • 10 PRIMARY • 12 When I Was Eight • 12 Not My Girl • 12 A Promise Is a Promise • 16 Baseball Bats for Christmas • 17 Hide and Sneak • 18 Northern Lights: The Soccer Trails • 18 My Arctic 1, 2, 3 • 19 JUNIOR • 20 Fatty Legs • 20 A Stranger at Home • 20 The Inuit Thought of It: Amazing Arctic Innovations • 22 A Native American Thought of It: Amazing Inventions and Innovations • 22 INTERMEDIATE/SENIOR • 24 NOVELS • 24 Fire Song • 24 The Night Wanderer: A Native Gothic Novel • 26 NON-FICTION • 28 Urban Tribes: Native Americans in the City • 28 Dreaming in Indian: Contemporary Native American Voices • 29 #NotYourPrincess: Voices of Native American Women • 32 CONSIDERING MULTIPLE TRUTHS AND POSSIBILITIES • 34 2 INTRODUCTION nnick Press has been publishing books by and about Indigenous Peoples for over twenty-fiveA years. Ranging from picture books to non-fiction titles to young-adult litera- ture, these books have brought insights, information, and literary connections to and about Indigenous experiences. This study guide is for educators and will introduce Indigenous worldviews, histories, per- spectives, and contemporary issues as they relate to the books included in our Indigenous titles. -
Read Program with Speakers' Biographies
NCCIH VIRTUAL SERIES: First Nations, Inuit and Métis peoples and COVID-19 Session 2: Socio-economic impacts of COVID-19 on the health and well-being of First Nations, Inuit, and Métis populations Session 2: January 20, 2021, 10am to 12:30pm PST program © 2021 National Collaborating Centre for Indigenous Health (NCCIH). This publication was funded by the NCCIH and made possible through a financial contribution from the Public Health Agency of Canada (PHAC). The views expressed herein do not necessarily represent the views of PHAC. The National Collaborating Centre for Indigenous Health (NCCIH) Download publications at 3333 University Way nccih.ca/34/Publication_Search.nccih Prince George, BC, V2N 4Z9 Tel: 250 960 5250 Fax: 250 960 5644 Email: [email protected] Web: nccih.ca Télécharger des publications à ccnsa.ca/524/Recherche_de_publication.nccih PROGRAM WELCOME -------------------------------------------------------------4 NCCIH VIRTUAL SERIES: EVENT DESCRIPTION ------------------------------------------------5 First Nations, Inuit and Métis peoples AGENDA ---------------------------------------------------------------6 and COVID-19 SPEAKERS --------------------------------------------------------------8 January 20, 2021 10am to 12:30pm PST THANK YOU --------------------------------------------------------- 14 Session 2: Socio-economic impacts of COVID-19 on the health and well-being of First Nations, Inuit, and Métis populations Hosted by the National Collaborating Centre for Indigenous Health (NCCIH) The National Collaborating Centre for January 13, 2021 Indigenous Health (NCCIH) is pleased to present a four-part virtual series that will Indigenous governance and self-determination in planning and responding to COVID-19 look at the experiences of First Nations, Inuit and Métis peoples and communities with COVID-19. January 20, 2021 Socio-economic impacts of COVID-19 on the health and well-being of First Nations, Inuit The series will run over four Wednesdays and Métis populations on January 13, 20, 27 and February 3, 2021 from 10 AM – 12:30 PM PST. -
Supporting Healthy Child Development in Aboriginal Families
A Sense of Belonging: Supporting Healthy Child Development in Aboriginal Families Best Start: Ontario’s Maternal, Newborn and Early Child Development Resource Centre A Sense of Belonging: Supporting Healthy Child Development in Aboriginal Families Best Start: Ontario’s Maternal, Newborn and Early Child Development Resource Centre This document has been prepared with funds provided by the Government of Ontario. The information herein reflects the views of the author and is not officially endorsed by the Government of Ontario. The resources and programs cited throughout this guide are not necessarily endorsed by the Best Start Resource Centre or the Government of Ontario. Use of this Resource The Best Start Resource Centre thanks you for your interest in, and support of, our work. Best Start permits others to copy, distribute or reference the work for non-commercial purposes on condition that full credit is given. Because our resources are designed to support local health promotion nitiatives, we would appreciate knowing how this resource has supported, or been integrated into, your work ([email protected]). Citation Best Start Resource Centre (2011). A Sense of Belonging: Supporting Healthy Child Development in Aboriginal Families . Toronto, Ontario, Canada: author. A Sense of Belonging: Supporting Healthy Child Development in Aboriginal Families 1 Acknowledgements This resource was created through the involvement of many generous people. Sincere appreciation is extended to the Aboriginal working group who guided the process and to the key informants who contributed in defining the content. Many thanks also to the Aboriginal parents who freely shared their knowledge and experiences. Their wisdom was incredibly valuable in developing this resource.