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Hungry Polar Bears Resorting to Cannibalism
http://www.cbc.ca/news/canada/manitoba/story/2009/12/03/mb-polar-bear-cannibalism- churchill-manitoba.html Hungry polar bears resorting to cannibalism But Inuit leader disputes starvation is cause Last Updated: Thursday, December 3, 2009 | 5:49 PM CT CBC News Facebook 7 Twitter 3 Share 10 Email Internal Links Canada, Greenland to sign polar bear agreement Polar bear expert barred from meeting over climate views Polar bear status remains a contentious issue A large male polar bear with the remains of a cub he caught from a female polar bear and killed in the Churchill Wildlife Managment Area on Nov. 20. (Daniel J. Cox/NaturalExposures.com)The late formation of Arctic sea ice may be forcing some hungry and desperate polar bears in northern Manitoba to resort to cannibalism. Eight cases of mature male polar bears eating bear cubs have been reported this year among the animals around Churchill, according to scientists. Four cases were reported to Manitoba Conservation and four to Environment Canada. Some tourists on a tundra buggy tour of the Churchill wildlife management area on Nov. 20 were shaken and started crying after witnessing a male bear eating a cub, said John Gunter, general manager for Frontiers North Adventures, an area tour operator. "A big male polar bear separated a young cub from its mother and had its way with the cub," he said. "But the whole time, while that mother polar bear watched and witnessed, and actually after the big bears left, she still tried to take care of it. "It was difficult for our guests to witness and it was difficult for me to hear about and learn about. -
Nunavut's Education
Nunavut’s Education Act: Education, Legislation, and Change in the Arctic Heather E. McGregor Abstract: The 2008 Nunavut Education Act endeavours to call Nunavut’s public education system to account for linguistic, cultural, and local relevance to the majority Inuit population. Development of the Act involved lengthy scrutiny of existing and proposed education legislation to ensure consistency and compatibility with the new vision of education. Implementation of this Act is now necessitating system transformation on a substantial scale, on the part of educators, administrators, district education authorities, and territorial government officials. This article explores the historical roots of the 2008 Act. Renewal of the education system was made possible and necessary by the creation of Nunavut Territory in 1999, which grew out of the Nunavut Land Claims Agreement and negotiations for increased Inuit self-government. However, situating the Act in the history of Nunavut’s educational policy and decision making, it can be seen as a milestone in a longer change process aimed at creating schools that better reflect communities and the needs of northern students. Considering the inherent potential of education to reflect and sustain Inuit self-determination, linguistic protection, and cultural promotion, the intersection of education with politics through the Act was long in coming. Education is now seen to be one of the Nunavut government’s most important priorities. This is well worth recognizing in the history of education in Nunavut, and in Canada as well. The 2008 Nunavut Education Act (the Act) is the first provincial or territorial education legislation in Canada that represents the educational vision of an Indigenous population. -
Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C
Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C. Fabbi, Canadian Studies Center, Henry M. Jackson School of International Studies, University of Washington, Seattle. The author would like to thank Heather Campbell, Language and Culture Coordinator, Inuit Tapiriit Kanatami; Toni White and Catharyn Andersen from the Torngâsok Cultural Centre, Nunatsiavut; and Jay Arnakak, Qikiqtani Inuit Association, Nunavut for their expert advice. Written for the Arctic Indigenous Languages Symposium, Sustainable Development Working Group, Arctic Council, coordinated by the Inuit Circumpolar Council (Canada), and hosted by the Saami Council, Norway, October 2008, www.arcticlanguages.com. Language not only communicates, it defines culture, nature, history, humanity and ancestry. Preserving endangered languages is a vital part of securing the culture and heritage of our rich human landscape. Language keeps traditions alive, it inspires knowledge and respect about our past and the planet on which we live, and it links communities across borders and beyond time. Quoted from the United Nations web site “The UN Works for Cultural Diversity: Endangered Languages” The scientific community has warned that such historical assimilation campaigns—combined with declining Indigenous populations, increased mobility, economic pressures, as well as exposure to television and other communications technologies—could lead to the loss of half of the world’s 6,000 to 7,000 languages by 2050. With such a decline, they warn, will come the demise of local knowledge, mentalities, creativity and heritage, as well as specialized information such as unique survival skills and traditional medicines. from Canada World View, Fall 2004 Language is a cultural mosaic of communication. -
Uqausivut Sivummuagutivut
Newsletter # 11 Leadership and Governance CURA in Nunavut and Nunavik PUBLICATION Uqausivut sivummuagutivut. edited by Jeela Palluq Cloutier and Louis McComber, Our Language, Our Leadership Iqaluit, Nunavut Research Institute, 2014 SUMMARY 4 We hope that this book will contribute to the and Governance Inuit Leadership public debateUQAUSIVUT in Nunanga, the Arctic territory inhabited by Inuit, on the issue of the Inuit lan- guageSIVUMMUAGUTIVUT and its writing systems. So much is at stake here.Our Language, Our Leadership My hope is that this book ignites a lively UQAUSIVUT The questionsdiscussion raised on in Inuktut. this Protecting book are and enhancingnot just of linguistic nature.a language Live in the languages face of globalization are fueled seems like an impossible task. Yet, I envision a by real peopleplace organized where the mother socially tongue to is Inuktutthrive and in SIVUMMUAGUTIVUT their environmentchildren and have theto opportunity,reproduce as I did,the to conti learn - nuity of whatabout makes themselves them by special. listening and speaking it. Our Language, Our Leadership I visualize Inuktut boosting our economy by teaching its speakers to use other parts of their Until quite recentlybrain and, Inuitness in doing so, wasfostering mainly innovation. roo - I envision a place where the majority of its residents are trilingual. The UQAUSIVUT SIVUMMUAGUTIVUT challengeted before in theus is immensecomplex and ourconnection work requires renewedto the focus. land. Most Inuit over 50 in Canada were probably The Honourable -
Negotiating Research Relationships with Inuit Communities
NEGOTIATING RESEARCH RELATIONSHIPS WITH INUIT COMMUNITIES A GUIDE FOR RESEARCHERS T ABLE OF C ONTENTS ❖ Why we wrote this guide 1 Community Perceptions of Research 1 Advantages of community involvement in research 5 Key Issues to Address 7 Elements of a negotiated research relationship 7 Determining the level of community involvement 10 Initiating community contact 13 Research licensing 16 Communication strategy 18 Negotiating a Research Relationship 21 Useful Links 22 Appendix A 23 Appendix B 25 Why we wrote this guide Northern researchers are ever-aware of the growing expectations on them to ensure that northern communities are involved in, and benefit from, research. But what are researchers really being asked to do? How can community members participate in research? What level of community involvement is appropriate in a given project? What are the best ways to communicate with local people? How can researchers initiate and maintain a meaningful relationship with community members? This guide is an attempt to address these questions, and provide practical advice to assist researchers who plan to work with, or in the vicinity of, Canadian Inuit communities in the regions of Nunatsiavut (Labrador), Nunavik (northern Québec), Nunavut, and the Inuvialuit Settlement Region of the Northwest Territories (NWT) (Map 1). This guide presents some core “universal” themes in communication and relationship-building that apply to natural, physical, biological, and social scientists working in the Canadian North. A range of information is provided in order for researchers to tailor ideas to their specific project objectives, whether they are just beginning or they wish to improve ongoing community-researcher relationships. -
Changing the Role of Non-Indigenous Research Partners in Practice to Support Inuit Self-Determination in Research1
127 ARTICLE Changing the role of non-Indigenous research partners in practice to support Inuit self-determination in research1 K.J. Wilson, T. Bell, A. Arreak, B. Koonoo, D. Angnatsiak, and G.J. Ljubicic Abstract: Efforts to date have not advanced Indigenous participation, capacity building and knowledge in Arctic environmental science in Canada because Arctic environmental science has yet to acknowledge, or truly practice decolonizing research. The expanding liter- ature on decolonizing and Indigenous research provides guidance towards these alternative research approaches, but less has been written about how you do this in practice and the potential role for non-Indigenous research partners in supporting Inuit self-determination in research. This paper describes the decolonizing methodology of a non-Indigenous researcher partner and presents a co-developed approach, called the Sikumiut model, for Inuit and non-Indigenous researchers interested in supporting Inuit self-determination. In this model the roles of Inuit and non-Indigenous research partners were redefined, with Inuit governing the research and non-Indigenous research partners training and mentoring Inuit youth to conduct the research themselves. The Sikumiut model shows how having Inuit in decision-making positions ensured Inuit data ownership, accessibility, and control over how their Inuit Qaujimajatuqangit is documented, communicated, and respected for its own scientific merit. It examines the benefits and potential to build on the existing research capacity of Inuit youth and describes the guidance and lessons learned from a non-Indigenous researcher in supporting Inuit self-determination in research. Pinasuktaujut maannamut pivaallirtittisimangimmata nunaqarqaarsimajunik ilautitaunin- ginnik, pijunnarsivallianirmik ammalu qaujimajaujunik ukiurtartumi avatilirinikkut kikli- siniarnikkut kanata pijjutigillugu ukiurtartumi avatilirinikkut kiklisiniarnikkut ilisarsisimangimmata, uvaluunniit piliringimmata issaktausimangittunik silataanit qauji- sarnirmut. -
Nunavut, a Creation Story. the Inuit Movement in Canada's Newest Territory
Syracuse University SURFACE Dissertations - ALL SURFACE August 2019 Nunavut, A Creation Story. The Inuit Movement in Canada's Newest Territory Holly Ann Dobbins Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Dobbins, Holly Ann, "Nunavut, A Creation Story. The Inuit Movement in Canada's Newest Territory" (2019). Dissertations - ALL. 1097. https://surface.syr.edu/etd/1097 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract This is a qualitative study of the 30-year land claim negotiation process (1963-1993) through which the Inuit of Nunavut transformed themselves from being a marginalized population with few recognized rights in Canada to becoming the overwhelmingly dominant voice in a territorial government, with strong rights over their own lands and waters. In this study I view this negotiation process and all of the activities that supported it as part of a larger Inuit Movement and argue that it meets the criteria for a social movement. This study bridges several social sciences disciplines, including newly emerging areas of study in social movements, conflict resolution, and Indigenous studies, and offers important lessons about the conditions for a successful mobilization for Indigenous rights in other states. In this research I examine the extent to which Inuit values and worldviews directly informed movement emergence and continuity, leadership development and, to some extent, negotiation strategies. -
ILLINIAVUGUT NUNAMI: Learning from the Land Envisioning an Inuit-Centered Educational Future by Diane Obed, BSW a Thesis Submitt
ILLINIAVUGUT NUNAMI: Learning from the Land Envisioning an Inuit-centered Educational Future By Diane Obed, BSW A Thesis Submitted to Saint Mary’s University, Halifax, Nova Scotia in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Atlantic Canada Studies August, 2017, Halifax, Nova Scotia Copyright Diane Obed, 2017 Approved: Dr. Darryl Leroux Supervisor Approved: Dr. Amy Bombay Reader Approved: Dr. Heather Igloliorte External Examiner Date: August 2017 Dedication This research is dedicated to all Land protectors and defenders, who have and continue to put their lives on the line for the collective well-being of the land and all life. ii Acknowledgements My heartfelt gratitude goes to Creator for sustaining my heart and spirit during this some- times difficult learning journey. I would like to offer special thanks to my daughter, family and friends for their support and care while on this learning path. I would like to give special thanks my thesis supervisors, Dr. Darryl Leroux and Dr. Amy Bombay, for their time, guidance, and support. Nakummek to external examiner Heather Igloliorte. Thank you to Fyre Jean Graveline, who facilitated emotional and spiritual learning and healing through her land-based teachings and practices. Special thanks to Nunatsiavut community members who participated in this research study and entrusted me to share their knowledge. I would also like to thank Inuit Tapiriit Kanatami and the Nunatsiavut government for making it possible for me to travel to Nunatsiavut and for funding my post-secondary ed- ucation. iii Abstract Diane Obed Illiniavugut Nunami: Learning from the Land Envisioning and Inuit-centered Educational Future We are at a critical juncture in history where decolonization and indigenization are poised to influence the changing nature of global and local forms of education. -
“The Disease That Knowledge Must Cure”?: Sites of Uncertainty in Arctic Development
“The Disease that Knowledge Must Cure”?: Sites of Uncertainty in Arctic Development Jessica Metuzals & Myra J. Hird After nearly eight years of formal environmental review, in July 2016, the Canadian federal government rejected the French multinational AREVA’s proposal to construct a uranium mine 80 kilometers west of Qamani’tuaq/Baker Lake, a small inland and mainly Inuit hamlet in the Kivalliq region of Nunavut. The decision not to grant a license for resource development based on a technical uncertainty (AREVA was not able to provide a start-date for the mining project due to a depressed uranium market) underlies a far more complex and ongoing negotiation with uncertainty. Sites of uncertainty are spaces — physical, temporal, emotional, material, discursive and so on—that are occupied by a state of not knowing. Based on recent qualitative fieldwork in Baker Lake, this paper will identify key sites of uncertainty where AREVA, government officials, Inuit organizations, and community residents constructed, negotiated, expressed, transformed, experienced, and responded to uranium mining as a resource development controversy. Our analysis reveals how AREVA understood uncertainty as the “disease that knowledge must cure”, that is, the view that uncertainty is something to be reduced through the acquisition of increased expertise (Jasanoff, 2007: 33). This paper will demonstrate how this epistemological approach resulted in claims to certainty that were deeply contested and deconstructed when positioned against the contextual and relational knowledge of local residents. It will conclude by detailing how local residents’ calls for improvements in education can be understood as a strategic intervention, one that is reflective of an intermeshing of Inuit and western epistemologies. -
Inuit Country Food and Health During Pregnancy and Early Childhood in the Circumpolar North: a Scoping Review
International Journal of Environmental Research and Public Health Review Inuit Country Food and Health during Pregnancy and Early Childhood in the Circumpolar North: A Scoping Review Amy B. Caughey 1,*, Jan M. Sargeant 1, Helle Møller 2 and Sherilee L. Harper 1,3 1 Department of Population Medicine, University of Guelph, Guelph, ON N1G 2W1, Canada; [email protected] (J.M.S.); [email protected] (S.L.H.) 2 Department of Health Sciences, Lakehead University, Thunder Bay, ON P7B 5E1, Canada; [email protected] 3 School of Public Health, University of Alberta, Edmonton, AB T6G 2R3, Canada * Correspondence: [email protected] Abstract: Inuit communities in the Circumpolar North have experienced a nutrition transition characterized by the decreased intake of culturally important, nutrient-rich traditional food (country food), and an increased intake of market food, resulting in concerns over reduced diet quality and emerging chronic diseases. Nutrition in early life is critical for development, may influence health risks in later life, and is an important concern for Inuit community health. The goal of this scoping review was to characterize the nature, extent, and range of the published literature on Inuit country food and health in pregnancy and childhood. A search string was developed and applied to three databases, followed by title and abstract screening and full text review. Articles published between 1995 and 2019 were included, and data were extracted and summarized descriptively. The number of articles generally increased over time, despite the unequal geographic distribution of articles. The Citation: Caughey, A.B.; Sargeant, majority of the articles focused on environmental contaminants, and one-quarter described nutrient J.M.; Møller, H.; Harper, S.L. -
Inuit Tapiriit Kanatami Board of Directors Meeting
Inuit Tapiriit Kanatami Board of Directors Meeting Date: April 7, 2016 Location: Ottawa, Ontario Resolution #: B16-04-03 Resolution Title: Approval of Inuktut Resolution Moved by: Cathy Towtongie Seconded by: Jobie Tukkiapik WHEREAS Inuktut and Inuktitut both mean “like an Inuk” and “in the manner of an Inuk” (-tut is used with singular nouns; -titut is used with plural nouns). WHEREAS the Inuit language in Inuit Nunangat encompasses Western Canadian Inuktun and Eastern Canadian Inuktitut, as well as Uummarmiut, a dialect of Inupiaq. WHEREAS Inuktitut is not the most appropriate term to refer to all dialects in Inuit Nunangat as it is associated with the Eastern Arctic form of the Inuit language. WHEREAS the Inuktitut-English dictionary Ulirnaisigutiit (Schneider 1985), identifies Inuktut as a term used as an equivalent to Inuktitut on west coast of Hudson’s Bay. WHEREAS Nunavut MLA Joe Allen Evyagotailak suggested the term Inuktut in 2007, during a review of Bill 6 (the Inuit Language Protection Act), to refer to all dialects of the Inuit language in Nunavut. WHEREAS linguists with expertise in the Inuit language identify the Inuit language dialects used in Inuit Nunangat collectively as part of the larger Eskaleut family of languages, and acknowledge that there is currently no other linguistic term that covers all and only the Inuit language groups in Inuit Nunangat. WHEREAS Inuit Tapiriit Kanatami’s Autausiq Inuktut Titirausiq (AIT) Task Group has used the term Inuktut since its creation in 2012 to refer to all dialects of the Inuit language in Inuit Nunangat. 1 WHEREAS the recommendation of Inuit Tapiriit Kanatami’s August 2015 Summit on the Unification of the Inuit Language used the term Inuktut to indicate all dialects of the Inuit language in Inuit Nunangat. -
First Canadians, Canadians First: National Strategy on Inuit
First Canadians, Canadians First NATIONAL STRATEGY ON INUIT EDUCATION 2011 FIRST CANADIANS, CANADIANS FIRST “Do Inuit see themselves as Inuit first or as Canadians first? I have always thought those two sentiments were one and the same. After all, during our many meetings with Inuit from countries such as Denmark, the United States or Russia, we have always been Canadian Inuit.” — Jose Kusugak “ᐃᓄᐃᑦ ᓇᖕᒥᓂᖅ ᐃᓱᒪᒋᕙᒃᐸᑦ ᐃᓅᓂᖏᑦ ᓯᕗᓪᓕᐅᑎᓪᓗᒍ ᐅᑉᐸᓘᑉᐸ ᑲᓇᑕᒥᐅᑕᐅᓂᖏᑦ ᓯᕗᓪᓕᐅᑎᓪᓗᒍ? ᑕᒪᒃᑯᐊᒃ ᒪᕐᕉᒃ ᐃᓱᒫᒃ ᐊᑕᐅᓯᐅᓱᒌᓐᓇᖅᓯᒪᔮᒃᑲᒃ ᐊᔾᔨᒌᖑᓪᓗᑎᒡᓗ. ᓲᖃᐃᒻᒪ, ᐅᓄᖅᑐᓂᒃ ᑲᑎᒪᓂᖃᖅᓯᒪᓕᖅᑎᓪᓗᑕ ᐃᓄᖕᓂᒃ ᓄᓇᓕᕐᔪᐊᕐᓂᙶᖅᑐᓂᒃ ᐃᒻᒪᖄ ᑕᓐᒫᒃᒥᑦ, ᐊᒥᐊᓕᑲᒃᑯᓐᓂᑦ ᐅᑉᐸᓘᓐᓃᑦ ᕋᓴᒥᑦ, ᑲᓇᑕᒥᐅᑕᐅᓪᓗᑕ ᐃᓅᓂᕋᐃᓐᓇᖅᓯᒪᔪᒍᑦ.” — ᔫᓯ ᐊᒪᐅᔭᖅ ᑯᓱᒐᖅ “Inuit inminik takuhimayut Inuuplutik hivulimik ovaluniit Kanatamiut hivulimik? Ihumainaktunga tahapkoa ihumaiyait atauhiuyut ovalo aatjikiikhutik. Ilaa, amigaitunik katimakataligaagapta Inuit aalanit nunait, ilangit; Denmark, Amialikat ovaluniit Rusiat, ilitagiinaktugut Kanatamiut Inuuyugut.” — Jose Kusugak “Inuit takunnausiKavât Inullutik sivullipâmi ubvalu Canada- miungullutik sivullimi? IsumaKainnalaukKunga maggok atausiulin- ganeginnik. Unuttuvatsuani katimaKatigennitinni Inunnut nunalinnit sollu Denmark, United States ubvalu Russian, Canada-miungulluta Inovugut.” — Jose Kusugak « Les Inuits se considèrent-ils comme Inuits ou Canadiens en premier lieu? J’ai toujours pensé que ces deux sentiments se confondent en un seul. Après tout, lors de nos nombreuses réunions avec les Inuits d’autres pays comme le Danemark, les États-Unis ou la Russie, nous avons toujours été considérés comme les Inuits canadiens. » — Jose Kusugak 1 FIRST CANADIANS, CANADIANS FIRST Jose Kusugak (1950-2011) was a leader, storyteller and a passionate advocate for Inuit rights. The National Committee on Inuit Education dedicates this National Strategy on Inuit Education to him for his contributions to Inuit education and the Inuit language. Through his insights, humour and understanding of the human condition, he gave us the gift of imagining the possible.