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1 Standing Committee on Legislation Hearings on Bill 25, an Act To Standing Committee on Legislation ᒪᓕᒐᓕᕆᓂᕐᒧᑦ ᑲᑎᒪᔨᕋᓛᑦ Hearings on Bill 25, An Act to Amend the ᑲᑎᒪᓂᖏᑦ ᒪᓕᒐᕐᒥᒃ ᐋᖅᑭᒋᐊᖅᑕᐅᖁᓪᓗᒍ Education Act and the Inuit Language ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒧᑦ ᒪᓕᒐᖅ ᐊᒻᒪᓗ ᐃᓄᐃᑦ Protection Act ᐅᖃᐅᓯᖓ ᓴᐳᒻᒥᔭᐅᓂᖓᓄᑦ ᒪᓕᒐᖅ Iqaluit, Nunavut ᐃᖃᓗᐃᑦ, ᓄᓇᕗᑦ November 27, 2019 ᓄᕕᐱᕆ 27, 2019 Members Present: ᒪᓕᒐᓕᐅᖅᑏᑦ ᐅᐸᒃᑐᑦ: Tony Akoak ᑑᓂ ᐋᖁᐊᖅ Pat Angnakak ᐹᑦ ᐊᕐᓇᒃᑲᖅ Joelie Kaernerk ᔪᐃᓕ ᖃᐃᕐᓂᖅ Mila Kamingoak ᒦᓚ ᖃᒥᓐᖑᐊᖅ Pauloosie Keyootak ᐸᐅᓗᓯ ᕿᔪᒃᑖᖅ Adam Lightstone ᐋᑕᒻ ᓚᐃᑦᓯᑑᓐ John Main, Chair ᐋᕐᓗᒃ ᒪᐃᓐ, ᐃᒃᓯᕙᐅᑕᖅ Margaret Nakashuk ᓯᒥᐅᓐ ᒥᑭᓐᖑᐊᖅ David Qamaniq ᒫᒡᒍᓚ ᓇᑲᓱᒃ Emiliano Qirngnuq ᑕᐃᕕᑎ ᖃᒪᓂᖅ Paul Quassa ᐃᒥᓕᐊᓄ ᕿᓐᖑᖅ Allan Rumbolt ᐹᓪ ᖁᐊᓴ Cathy Towtongie, Co-Chair ᐋᓚᓐ ᕋᒻᐴᑦ ᖄᑕᓂ ᑕᐅᑐᓐᖏ, ᐃᒃᓯᕙᐅᑕᐅᖃᑕᐅᔪᖅ Staff Members: ᐃᖅᑲᓇᐃᔭᖅᑏᑦ: Michael Chandler ᒪᐃᑯᓪ ᓵᓐᑐᓗ Stephen Innuksuk ᓯᑏᕙᓐ ᐃᓄᒃᓱᒃ Siobhan Moss ᓯᕚᓐ ᒫᔅ Interpreters: ᑐᓵᔩᑦ: Lisa Ipeelee ᓖᓴ ᐊᐃᐱᓕ Andrew Dialla ᐋᓐᑐᓘ ᑎᐊᓚ Attima Hadlari ᐊᑏᒪ ᕼᐊᑦᓚᕆ Allan Maghagak ᐋᓚᓐ ᒪᒃᕼᐊᒐᒃ Philip Paneak ᐱᓕᑉ ᐸᓂᐊᖅ Blandina Tulugarjuk ᐸᓚᓐᑏᓇ ᑐᓗᒑᕐᔪᒃ Witnesses: Karliin Aariak, Acting Languages Commissioner Jane Bates, Representative for Children and ᐊᐱᖅᓱᖅᑕᐅᔪᑦ: Youth ᑳᓖᓐ ᐋᕆᐊᒃ, ᐅᖃᐅᓯᕐᓄᑦ ᑲᒥᓯᓇᐅᓚᐅᐱᑦᑐᖅ Katie Didham, Senior Systemic ᔭᐃᓐ ᐸᐃᑦᔅ, ᑭᒡᒐᖅᑐᐃᔨ ᓱᕈᓯᕐᓄᑦ ᒪᒃᑯᒃᑐᓄᓪᓗ Investigator/Researcher, Office of the ᑲᐃᑎ ᑎᑕᒻ, ᖃᐅᔨᓴᖅᑎ/ᑐᑭᓯᒋᐊᖅᑎ, ᑭᒡᒐᖅᑐᐃᔨᐅᑉ Representative for Children and Youth ᓱᕈᓯᕐᓄᑦ ᒪᒃᑯᒃᑐᓄᓪᓗ ᐊᓪᓚᕝᕕᖓ Okalik Eegeesiak, Board Member, Iqaluit ᐅᑲᓕᖅ ᐃᔨᑦᓯᐊᖅ, ᑲᑎᒪᔨ, ᐃᖃᓗᓐᓂ District Education Authority ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒧᑦ ᑲᑎᒪᔨᖏᑦ 1 Lenise Hayes, Legal Expert, Indigenous ᓕᓃᔅ ᕼᐊᐃᔅ, ᒪᓕᒐᓕᕆᓂᕐᒥᒃ ᖃᐅᔨᒪᔨᑕᖅ, Issues and Language ᓄᓇᖃᖅᑳᖅᑐᓕᕆᓂᖅ ᐊᒻᒪᓗ ᐅᖃᐅᓯᓕᕆᓂᖅ David Joanasie, Minister of Education ᑕᐃᕕᑎ ᔪᐊᓇᓯ, ᒥᓂᔅᑕ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒧᑦ Francine Lantin, Director, Office of the ᑐᐊᔅᑎᓐ ᓛᓐᑎᓐ, ᑐᑭᒧᐊᖅᑎᑦᑎᔨ, ᐅᖃᓯᕐᓄᑦ ᑲᒥᓯᓇᐅᑉ Languages Commissioner ᐊᓪᓚᕝᕕᖓ Lynn Matte, Director of Child and Youth ᓕᓐ ᒫᑦ, ᑐᑭᒧᐊᖅᑎᑦᑎᔨ ᓱᕈᓰᑦ ᒪᒃᑯᒃᑐᐃᓪᓗ Advocacy Services, Office of the ᑭᒡᒐᖅᑐᖅᑕᐅᓂᖏᓐᓄᑦ ᐱᔨᑦᑎᕈᑎᖏᓐᓂᒃ, Representative for Children and Youth ᑭᒡᒐᖅᑐᐃᔨᐅᑉ ᓱᕈᓯᕐᓄᑦ ᒪᒃᑯᒃᑐᓄᓪᓗ ᐊᓪᓚᕝᕕᖓ Doug Workman, Chair, Iqaluit District ᑕᒡ ᐅᐊᒃᒪᓐ, ᐃᒃᓯᕙᐅᑕᖅ, ᐃᖃᓗᓐᓂ Education Authority ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒧᑦ ᑲᑎᒪᔨᖏᑦ >>Committee commenced at 9:01 >>ᑲᑎᒪᓯᒋᐊᖅᑐᑦ 9:01ᒧᐊᖅᑎᓪᓗᒍ Chairman (Mr. Main)(interpretation): Good ᐃᒃᓯᕙᐅᑕᖅ (ᒪᐃᓐ): ᐅᑉᓛᑦᓯᐊᖅ. morning. As the Standing Committee on ᑲᑎᒪᔨᕋᓛᖑᐃᓐᓇᖅᑐᑦ ᒪᓕᒐᒃᓴᓕᕆᓂᐅᑉ ᒥᒃᓵᓄᑦ, Legislation, our hearing will now proceed on ᑲᑎᒪᓐᓂᕆᔭᖅᐳᑦ ᑲᔪᕼᐃᓂᐊᓕᕐᒥ’ᒪᑦ ᒪᓕᒐᒃᓴᖅ 25 Bill 25. This is our third day. We are probably ᒥᒃᓵᓄᑦ ᑲᑎᒪᓂᖃᖅᑎᓪᓗᑕ. ᑖᓐᓇ ᐅᑉᓗᕆᓕᖅᑕᖅᐳᑦ tired of discussing Bill 25 as Members. We ᐱᖓᔪᒋᓕᒑ. ᒪᓕᒐᒃᓴᖅ 25 will be meeting again tomorrow. ᐅᖃᐅᓯᖃᓐᖑᑐᐃᔾᔪᖅᑐᕐᔫᖅᑐᒍᑦ ᑲᑎᒪᔨᐅᔪᑎᒍᑦ. ᐊᖃᒍ ᕼᐅᓕ ᑕᐃᒪ ᑲᑎᒪᓂᐊᕐᒥᒐᑦᑕ. Yesterday when we had the Iqaluit District ᐃᑉᐸᒃᓴᖅ ᑲᑎᒫᓃᒋᐊᖅᕼᐅᑕᓗ ᐅᑯᐊ ᐃᖃᓗᖕᓂ Education Authority in front of us, we got into ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᕋᓛᑦ ᑕᒪᐅᓐᖓ the questions and there were still questions ᐅᓂᒃᑳᕆᐊᖅᑐᖅᕼᐃᒪᑎ’ᖢᒋᑦ ᐊᐱᖅᑯᕐᓂᖃᓕᓚᐅᕋᑦᑕ from Members. ᐊᒻᒪ ᐊᐱᖅᑯᑎᒃᕼᐊᓕᑦ ᑕᐃᒪᐃᓚᐅᕐᒪᑕ ᕼᐅᓕ. I’m sorry, I forgot something. Can you say the opening prayer, please, Mr. Qirngnuq. Thank ᐄᑯᓗᒃ ᐳᐃᒍᕋᒪ ᑐᒃᕼᐃᐊᕐᓂᒃᑯᑦ, ᒥᔅᑐ ᕿᓐᖑᖅ you. ᐱᒋᐊᖅᑎᕼᐅᐊᖅᐱᑎᒍ? ᒪ’ᓇ. >>Prayer >>ᑐᒃᓯᐊᖅᑐᑦ Chairman (interpretation): Thank you, Mr. Qirngnuq. I’m sorry I forgot the first item. ᐃᒃᓯᕙᐅᑕᖅ: ᒥᔅᑐ ᕿᓐᖑᖅ, ᒪ’ᓇ. ᐊᒻᒪ ᐄᑯᓗᒃ ᐳᐃᒍᓚᐅᕋᒪ ᐅᓇ ᕼᐃᕗᓪᓕᖅᐸᐅᑏᓐᓇᕼᐆᕋᓗᐊᕋᑉᑎᒍ. We got into the questions yesterday. We will continue with that as there are still Members ᑕᐃᒪ ᐊᐱᖅᕼᐅᓂᐊᖃᓕᓚᐅᖅᑎ’ᖢᑕ ᐃᑉᐸᒃᕼᐊᖅ with questions. Welcome, Minister and your ᑕᒪᓐᓇ ᑲᔪᕼᐃᓂᐊᕐᒪᑦ. ᑲᑎᒪᔨᑦ ᐊᐱᖅᑯᑎᒃᕼᐊᓖᑦ officials. First will be Mr. Lightstone. ᑕᒪᔾᔭᐅᒻᒪᑕ ᕼᐅᓕ. ᒥᓂᔅᑐ ᑐᓐᖓᕼᐅᒋᑦ, ᐱᓕᕆᔨᑎᓪᓗ. ᕼᐃᕗᓪᓕᖅᐸᐅᓂᐊᖅᖢᓂ ᒥᔅᑐ Mr. Lightstone: Thank you, Mr. Chairman. ᓚᐃᑦᓯᑑᓐ. Good morning. I would like to thank the Iqaluit District Education Authority for ᓚᐃᑦᓯᑑᓐ (ᑐᓵᔨᑎᒍᑦ): ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ. making their submission to the Assembly as ᐅᑉᓛᒃᑯᑦ. ᖁᔭᓐᓇᒦᕈᒪᕙᒃᑲ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᐊᓛᑦ well as presenting before us here today. ᐃᖃᓗᖕᓂ ᐅᓂᒃᑳᓕᐅᕈᓐᓇᓚᐅᕐᒪᑕ ᒪᓕᒐᓕᐅᕐᕕᖕᒥ ᐊᒻᒪᓗ ᐅᓂᒃᑳᕆᐊᖅᑐᒃᑲᓐᓂᕈᓐᓇᕐᒪᑕ ᐅᓪᓗᒥᐅᔪᖅ. What I found really interesting during their ᐅᖃᐅᓯᒃᓴᓯ ᒪᑐᐃᕈᑎᖏᓐᓂ ᑐᓴᕈᒥᓇᓚᐅᕐᒪᑦ ᐅᕙᓐᓄᑦ 2 opening comments was the brief history of ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᖅ ᖃᖓᒃᑯᑦ ᐱᒋᐊᓚᐅᖅᓯᒪᓂᖓᓂᒃ education in Nunavut dating back to the 1980s ᐅᓂᒃᑳᑲᐅᑎᖃᓚᐅᕋᕕᑦ 1980-ᖏᓐᓂᒃ ᐱᒋᐊᖅᖢᒍ. up until our current date. My first question is ᐅᓇ ᓯᕗᓪᓕᐹᖅ ᐊᐱᖅᑯᑎᒋᓂᐊᖅᑕᕋ ᒥᓂᔅᑕᒧᑦ, for the Minister and I would like to ask for his ᐊᒻᒪᓗ ᖃᓄᖅ ᐃᓱᒪᒋᔭᖃᕐᒪᖔᑦ ᐊᐱᕆᔪᒪᔭᕋ thoughts on the progression of education in ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᖅ ᑖᕙᓐᖓᑦ ᐅᓂᒃᑳᕆᔭᐅᓚᐅᖅᑐᑦ Nunavut since the 1980s, as well as the ᒪᓕᑦᑐᒋᑦ 1980-ᖏᓐᓂᒃ ᐊᒻᒪᓗ ᐱᔪᓐᓇᕐᓃᑦ ᑕᒪᒃᑯᐊ mentioned digression of authority at the ᐊᖅᓵᖅᑕᐅᕙᓪᓕᐊᓂᖏᑦ. ᖃᓄᕐᓕᑭᐊᖅ ᑕᒪᓐᓇ community level. Thank you, Mr. Chairman. ᒥᓂᔅᑕᐅᑉ ᐃᓱᒪᒋᕙᐅᒃ? ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ. Chairman (interpretation): Thank you. Minister Joanasie, good morning. Minister ᐃᒃᓯᕙᐅᑕᖅ: ᒪ’ᓇ. ᒥᓂᔅᑐ ᔪᐊᓇᓯ, ᐅᑉᓛᑦᓯᐊᖅ. Joanasie. ᒥᓂᔅᑐ ᔪᐊᓇᓯ. Hon. David Joanasie: Thank you, Mr. Chairman. Good morning, everyone. ᐊᖓᔪᖅᑳᖅ ᑕᐃᕕᑎ ᔪᐊᓇᓯ (ᑐᓵᔨᑎᒍᑦ): ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ, ᐊᒻᒪᓗ ᐅᓪᓛᒃᑯᑦ ᐃᓘᓐᓇᓯ. I was just as intrigued as the Member about hearing the different perspectives from the ᐄ, ᐅᓂᒃᑲᐅᓯᕆᓚᐅᖅᑕᖓ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᖅ IDEA on education history, the background ᖃᓄᖅ ᐱᒋᐊᓚᐅᕐᒪᖔᑦ ᐅᓂᒃᑲᐅᓯᕆᖅᑲᐅᒐᒥᐅᒃ information. It has been a long road to reach ᑐᓴᕈᒥᓇᕆᖅᑲᐅᔭᕋ. ᐊᒻᒪᓗ ᑕᐃᑲᓐᖓᓂᒃ this point in time and I think everybody has ᐊᕗᖔᓘᔭᖅᑐᖅ ᐃᖏᕐᕋᓯᒪᒐᑦᑕ ᐅᓪᓗᒥᒧᑦ ᑎᑭᖦᖢᒍ. ᐊᒻᒪᓗ, ᓇᖕᒥᓂᖅ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᕐᒥᒃ ᑕᒪᒃᑯᓂᖓ their own educational histories, background, ᐊᔾᔨᒌᓐᖏᑦᑐᓂᒃ ᐊᑐᖅᓯᒪᒐᑦᑕ ᐊᓯᔾᔨᖅᓯᒪᓕᖅᖢᓂᓗ and experiences that they can contribute. We ᑕᐃᒪᓐᖓᓂ. ᐱᐅᓯᕙᓪᓕᐊᑎᓇᓱᒃᑕᕗᑦ ᑕᒪᓐᓇ know things have changed and we know ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᐅᑉ ᐊᐅᓚᐅᓯᖓ things we do want to try to improve upon the ᐊᑐᖃᑦᑕᓚᐅᖅᓯᒪᔭᕗᑦ ᑕᐃᒪᓐᖓᓂᒃ ᐅᓪᓗᒥᒧᑦ past. This is something that we are here to ᑎᑭᖦᖢᒍ ᒪᓕᒐᒃᓴᖅ 25-ᓕᕆᓕᖅᐳᒍᑦ. debate on Bill 25. Of course there are some bad cases of educational experiences that we’re not really ᓲᖃᐃᒻᒪ ᐱᐅᓐᖏᑦᑐᓂᒃ ᐊᑐᖃᑦᑕᖅᓯᒪᖕᒥᒐᑦᑕ ᑕᐃᒃᑯᐊ talking about in this context, such as the ᐅᖃᐅᓯᕆᓯᒪᓐᖏᑕᕗᑦ. ᓲᕐᓗ, ᐃᒃᑯᐊ residential schools, but that’s kind of the ᐃᓕᓐᓂᐊᕆᐊᖅᑎᑕᐅᕙᓚᐅᖅᓯᒪᔪᑦ ᑖᕙᓐᖓᓂᑦ backdrop that we want to reverse our cultural ᐱᒋᐊᓚᐅᖅᓯᒪᖕᒪᑦ ᐊᒻᒪᓗ ᐃᓅᓂᕗᑦ ᐅᖃᐅᓯᖅᐳᓪᓗ and linguistic policies around education. This ᓴᓐᖏᒃᑎᓴᓇᓱᒃᑕᕗᑦ ᐊᑐᒃᑲᓐᓂᖁᓪᓗᒍ is something that we will continue to try to ᐊᒃᓱᕉᑏᓐᓇᕐᓂᐊᖅᑐᑎᒍᓪᓗ. address. I can keep going on and on, but I ᑕᐅᕗᖓᓕᒫᕈᓐᓇᖅᑐᖓᐅᒐᓗᐊᖅ ᑭᓯᐊᓂᖃᐃ ᑕᕝᕗᖓ think I’ll just leave it at that for now. Thank ᐃᓱᓕᓚᐅᑲᓪᓗᖓ ᐃᒃᓯᕙᐅᑕᖅ. ᖁᔭᓐᓇᒦᒃ. you, Mr. Chairman. Chairman (interpretation): Thank you. Mr. ᐃᒃᓯᕙᐅᑕᖅ: ᒪ’ᓇ. ᒥᔅᑐ ᓚᐃᑦᓯᑑᓐ. Lightstone. Mr. Lightstone: Thank you, Mr. Chairman. Just to follow up on that question, over the last 30 years our communities have appeared ᓚᐃᑦᓯᑑᓐ (ᑐᓵᔨᑎᒍᑦ): ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ. ᑖᓐᓇ to lose their level of autonomy and authority ᐅᐃᒍᒋᐊᑐᐃᓐᓇᕐᓗᒍ. ᐊᕐᕌᒍᑦ 30 ᐊᓂᒍᕋᓱᖕᓂᖓᓂ ᓴᓐᖏᓂᕐᒥᒃ ᑎᒍᒥᐊᕐᓂᖅ 3 over their schools over several different ᑕᒪᓐᓇ ᐊᑕᐅᓯᕐᒧᑦ ᑎᒍᒥᐊᖅᑕᐅᖕᒪᑦ. ᐅᓪᓗᒥᐅᓕᖅᑐᖅ phases. Today there have been many DEAs ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯᑦ ᑲᑎᒪᔨᖏᑦ ᐊᒻᒪᓗ ᑎᒥᐅᔪᑦ and other organizations that have expressed ᒪᓕᒐᒃᓴᖅ 25-ᒥᒃ ᐃᓱᒫᓘᑎᖃᕐᒪᑕ. their concerns that Bill 25 would further ᐊᖅᓵᓯᕙᓪᓕᐊᑐᐃᓐᓇᕐᓂᖅ ᑕᒪᓐᓇ ᑕᑯᓐᓇᖅᑕᐅᖕᒪᑦ reduce the authority of our DEAs. I would ᑕᒪᒃᑯᓄᖓ ᑎᒥᓐᖑᖅᑎᑕᐅᓯᒪᔪᓄᑦ. ᖃᓄᕐᓕᑭᐊᖅ like to ask the Minister if he would be able to ᑕᒪᓐᓇ ᒥᓂᔅᑕᐅᑉ ᐃᓱᒪᒋᕙᐅᒃ? ᖁᔭᓐᓇᒦᒃ, respond to that. Thank you, Mr. Chairman. ᐃᒃᓯᕙᐅᑕᖅ. Chairman (interpretation): Thank you. (interpretation ends) Again, I mean we are ᐃᒃᓯᕙᐅᑕᖅ: ᒪ’ᓇ. (ᑐᓵᔨᑎᒍᑦ) ᓱᓕ ᑕᒫᓃᒃᑲᑦᑕ here to hear from the Iqaluit DEA and the ᐃᖃᓗᐃᑦ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯᖏᑕ ᑲᑎᒪᔨᖏᓐᓂᒃ Minister is in the House regularly, and we do ᑐᓴᕆᐊᖅᑐᖅᑐᑕ ᒥᓂᔅᑕᓘᓐᓃᑦ ᑕᒫᓃᖏᓐᓇᐸᑦᑐᓂ have the entirety of Thursday morning to pose ᒪᓕᒐᓕᐅᕐᕕᖕᒥ. ᐊᒻᒪᓗ, ᑎᓴᒻᒥᕐᒥ ᑖᓐᓇ questions to the Minister. Mr. Lightstone, do ᑲᑎᒪᖃᑎᒋᓂᐊᕐᒥᔭᕗᑦ ᒥᓂᔅᑕ you want to rephrase your question? Go ᐊᐱᖅᑯᑎᒃᓴᖃᕐᕕᒋᓗᒍᓗ. ᒥᔅᑐ ᓚᐃᑦᓯᑑᓐ ᐊᐱᖅᑯᑎᑦ ahead, Mr. Lightstone. ᐋᖅᑭᒋᐊᒃᑲᓐᓂᓚᐅᕈᒃ. Mr. Lightstone: Thank you, Mr. Chairman. I will redirect my question to the Iqaluit DEA. ᓚᐃᑦᓯᑑᓐ (ᑐᓵᔨᑎᒍᑦ): ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ. ᑖᓐᓇ As I just mentioned, it appears that over the ᐊᐱᖅᑯᑎᒐ ᐃᖃᓗᖕᓂ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯ last 30 years our communities have lost a ᑲᑎᒪᔨᖏᓐᓄᑦ ᓴᖑᑎᑉᐸᕋ. ᐊᕐᕌᒍᑦ 30 ᐊᓂᒍᖅᓯᒪᓕᖅᑐᑦ ᓄᓇᓖᑦ ᓴᓐᖏᓂᕐᒥᒃ substantial amount of authority and autonomy ᐊᖅᓵᖅᑕᐅᕙᓪᓕᐊᓯᒪᖕᒪᑕ ᐃᓕᓐᓂᐊᕐᕕᖕᒥ over our schools. To date we’re hearing ᐊᐅᓚᑦᓯᔪᓐᓇᕐᓂᖏᑦ ᒥᒃᓵᓄᑦ. ᐊᒻᒪᓗ ᒪᓕᒐᒃᓴᖅ 25 further concerns that Bill 25 will further ᑖᓐᓇ ᐃᓱᒫᓘᑎᒋᔭᐅᖕᒪᑦ diminish the responsibilities and authority at ᐊᖅᓵᖅᓯᒃᑲᓐᓂᑐᐃᓐᓇᕐᓂᐊᕐᒪᑦ ᓄᓇᓕᑦ the community level. I would like to ask the ᓴᓐᖏᓂᖏᓐᓂᒃ. ᐃᖃᓗᖕᓂ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯᑦ Iqaluit DEA about their specific concerns in ᐊᐱᕆᔪᒪᔭᒃᑲ. ᑕᒪᓐᓇ ᖃᓄᖅ ᐃᓱᒫᓘᑎᒋᔭᐅᖕᒪᖔᑦ? this regard. Thank you, Mr. Chairman. ᖁᔭᓐᓇᒦᒃ. Chairman (interpretation): Thank you. ᐃᒃᓯᕙᐅᑕᖅ: ᒪ’ᓇ. (ᑐᓵᔨᑎᒍᑦ) ᐊᒻᒪᓗ, ᖁᔭᓐᓇᒦᒃ (interpretation ends) Thank you for being ᓇᓗᓇᐃᕆᐊᒃᑲᓐᓂᕋᕕᐅᒃ ᐊᐱᖅᑯᑎᑦ. ᒥᔅᑐ ᐅᐊᒃᒪᓐ. specific with your question. Mr. Workman. Mr. Workman: Thank you, Mr. Chairman. I thank the Member for the question. I’m going ᐅᐊᒃᒪᓐ (ᑐᓵᔨᑎᒍᑦ): ᖁᔭᓐᓇᒦᒃ, ᐃᒃᓯᕙᐅᑕᖅ, to delve into a very sensitive topic. It’s ᖁᔭᓐᓇᒦᒡᓗ ᒪᓕᒐᓕᐅᖅᑎ ᐊᐱᖅᑯᑎᒋᔭᕐᓄᑦ. certainly something that is present and it is ᐅᖃᐅᓯᖃᖅᐸᓪᓕᐊᑎᓪᓗᑕ ᐃᑉᐱᓇᖅᑐᒻᒪᕆᒻᒥᒃ, ᑭᓯᐊᓂ prevalent throughout different levels of ᑕᕝᕙᐅᒻᒪᑦ ᐊᒻᒪᓗ ᐊᑐᖅᑕᒻᒪᕆᐅᓕᖅᑐᓂ government, but certainly what we notice and ᐊᔾᔨᒌᓐᖏᑦᑐᓂᒃ ᒐᕙᒪᐅᔪᓂᒃ. ᑭᓯᐊᓂ, ᓇᓗᓇᓐᖏᓚᖅ what we see in government and the ᐅᔾᔨᕆᓯᒪᔭᕗᑦ ᑕᑯᓯᒪᔭᕗᓪᓗ ᒐᕙᒪᐅᔪᓂ ᓄᓇᕗᒻᒥ. Government of Nunavut. Over the last, I think, 10 to 15 years, and you ᐅᑭᐅᖅᑲᐃ 10-15 ᐅᑭᐅᖑᓯᒪᔪᓂᒃ, can make an argument on when it actually ᐊᐃᕙᐅᑎᖃᕈᓐᓇᑐᔅᓴᐅᒐᓗᐊᖅᑐᑎᑦ occurred, but it happened during the life of the ᖃᓄᐃᑦᑐᖃᖅᓯᒪᓂᖓᓂᒃ ᑭᓯᐊᓂ ᑕᒪᓐᓇ Government of Nunavut, where the ᐱᕙᓪᓕᐊᓯᒪᒻᒪᑦ ᓄᓇᕗᑦ ᐱᓐᖑᖅᑎᑕᐅᓯᒪᓕᕐᓂᖓᓂ. 4 bureaucrats have a lot of power. Not many ᐊᓪᓚᕝᕕᓕᕆᔨᐅᔪᑦ ᓴᓐᖏᓂᓕᒻᒪᕆᐊᓘᓪᓗᑎᒃ. ᒫᓐᓇ Inuit are in those positions. It’s about power ᑕᐃᒪ ᐅᓄᖅᑐᑦ ᐃᓄᐃᑦ ᑕᒪᒃᑯᓇᓂ and control, and that’s what we’re looking at ᐃᓂᒋᔭᖏᓐᓃᓕᖅᑐᑎᒃ. ᓴᓐᖏᓂᕐᒥᒃ ᑕᒪᓐᓇ in Bill 25. It’s about centralizing decision- ᐱᔾᔪᑎᖃᖅᑐᖅ ᐊᐅᓚᑦᓯᓂᖅᓴᐅᓂᕐᒥᓪᓗ. ᑕᒪᑐᒪᓐᖓᑦ making and ensuring the bureaucrats, who are ᑕᒡᕙ ᑕᐅᑐᒃᐳᒍᑦ ᒪᓕᒐᒃᓴᒥᒃ 25-ᒥᒃ. ᐱᔾᔪᑎᖃᕐᒪᑦ not accountable… . Everyone in this room is ᐊᑕᐅᑦᓯᒧᑐᐊᑯᓗᒃ ᐃᓱᒪᓕᐅᕆᑎᑦᓯᓇᓱᓐᓂᕐᒥᒃ ᐊᒻᒪᓗ
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