UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT REGIONAL REPORT JUNE 2020 1 UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT 1 Executive Summary Introduction: Framing our 2 Canada-wide Study Inuit Nunangat: Background 5 Context Exploring the Term ‘Ocean 7 Literacy ‘ TABLE OF Key Findings: Strengths 9 of Ocean Literacy CONTENTS Key Findings: Barriers 15 to Ocean Literacy Preliminary 21 Recommendations and Key Messages 22 References Cover Photos: © Carie Hoover Background Photo: Original art work “One with the Ocean” by Nunavut artist, Becky Okatsiak © Hoover, C. (2020) Understanding Ocean Literacy in Canada: Inuit Nunangat Regional Report. Canadian Ocean Literacy Coalition. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 2 UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT Executive Summary Heading Photo: Ibyuk Pingo near Tuktoyaktuk, Inuvialuit Settlement Region © Carie Hoover This report is one of five regional reports that OL-related initiatives identified in Inuit Nunangat support a Canada-wide study conducted by the are primarily Inuit-led. In addition to this key factor, Canadian Ocean Literacy Coalition (COLC) to determinants for success include meeting the establish a baseline seascape of ocean literacy needs of communities, long-term relationships and (OL) in Canada. The study’s results will be used investments in people, land-based programs, and to develop an evidence-based national OL adapting technology to support Inuit needs. A few strategy and implementation plan. key barriers were also identified, including funding and logistical challenges to living and working in This report highlights the key messages captured Inuit Nunangat; technology and integration with life from discussions on OL from the Inuit Nunangat in remote communities; access, ownership, and region, which took place from September 2019 to storage of data; and jurisdictional, institutional, and April 2020. Across Inuit Nunangat, made up of the systemic barriers. Inuvialuit Settlement Region, Nunavut, Nunavik, and Nunatsiavut, there is a deep connection to the Several ways to further strengthen and support ocean that is linked to most aspects of daily life. In Inuit-led ocean learning, engagement, and Inuit Nunangat, the ocean encompasses liquid knowledge sharing initiatives were identified, form, sea ice, coastal areas, and even land. including: reframing OL terminology to include Cultural ties to the ocean are rooted in Inuit Inuit perspectives; making long-term investments legends, and are linked to skills, such as in programs and people; empowering Inuit harvesting, that have been passed on between as decision-makers; increasing connections generations for thousands of years. Knowledge within, among, and outside of communities; and and stewardship of the ocean (including land) delivering continued funding for culturally relevant, have long been shared and practiced as part place-based OL initiatives. of Inuit Qaujimajatuqangit (IQ), a term that encompasses “the entire realm of Inuit experience in the world and the values, principles, beliefs, Acknowledgements and skills which have evolved as a result of that Lead Author: Carie Hoover experience1.” While OL is practiced heavily in Inuit Nunangat, use of the term ‘ocean literacy’ is rare, Editor: Lisa (Diz) Glithero and for some, is considered culturally Reviewers: Special thanks to Mary Simon, Sonia inappropriate. Nonetheless, many successful Wesche, Trevor Bell, Jackie Kidd, Susanna Fuller, initiatives in Inuit Nunangat exist that promote and Geoff Green, Tom Paddon and CarolAnne Black. strengthen Inuit knowledge, connection, use, and conservation of the ocean. Partners COLC would like to thank NIVA Inc. for their in-kind contribution on the publication design. * The above partners directly contributed to supporting this region’s research. See Appendix F for complete list of all funding partners. © Hoover, C. (2020) Understanding Ocean Literacy in Canada: Inuit Nunangat Regional Report. Canadian Ocean Literacy Coalition. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 1 UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT introduction: FRAMING OUR CANADA-WIDE STUDY Canada has the longest coastline in the world regions and sectors. The aim of this work is to and jurisdiction over an area of ocean equivalent establish a baseline seascape of OL in Canada, to about 55% of the country’s landmass2. For the and in so doing, to co-develop an evidence- 6.5 million Canadians living in a coastal zone3 based national OL strategy and implementation the ocean is deeply embedded in the fabric of plan. community livelihoods, food security, and well- being. Across Canada, the ocean is a major This report presents the findings for the Inuit economic driver, the backbone of weather and Nunangat Region. It is one of a set of five climate systems, and a recreational playground regional reports and one national report that are for millions of Canadians and global visitors. available at www.colcoalition.ca. Ocean conservation is increasingly highlighted as a priority, as signalled by Canada’s pledge to Our Approach and Methods establish marine protected areas covering 25% of our ocean waters by 2025 and 30% by 20304. Through a collaborative research approach, and drawing on qualitative and quantitative methods, The ocean space is not just about species and the study focuses on five Canadian regions industries; it is also about people, livelihoods, (Pacific, Inuit Nunangat, Atlantic, St. Lawrence, relationships, and identity. A knowledgeable and inland Canada), as well as nationally. The and engaged citizenry is required to support study moves beyond an examination of OL in and ensure ocean and community health, the context of formal education and youth to sustainable ocean economies, and social equity. consider the practice of OL within nine sectors: Government, NGO and Advocacy, Academia The Canadian Ocean Literacy Coalition (COLC) and Research, Industry, Education, Community, iis an alliance of organizations, networks, Media, Cultural Heritage, and Health. institutions, and communities working together to better understand and advance ocean literacy Data was primarily collected from participants (OL) in Canada. Widely accepted internationally, who are directly engaged in OL, or in other OL is defined as understanding“ our impact ocean-related work that (1) advances ocean on the ocean and the ocean’s impact on us5.” knowledge systems (e.g., scientific, Indigenous, COLC’s primary project, since its inception in expert, local, etc.), (2) strengthens ocean 2018, has been to lead a Canada-wide research values (e.g., life sustaining, economic, personal, initiative to better understand Canadians’ varying communal, etc.), and/or (3) implements ocean relationships with the ocean and to examine how actions (i.e., individual behavioural change, OL is understood and practiced across different social justice actions, policy changes, etc.). Photo: Open water near Iqaluit, Nunavut. © Carie Hoover © Hoover, C. (2020) Understanding Ocean Literacy in Canada: Inuit Nunangat Regional Report. Heading Photo: SeaIce Hudson Strait © Carie Hoover Canadian Ocean Literacy Coalition. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 2 UNDERSTANDING OCEAN LITERACY IN CANADA INUIT NUNANGAT The study was guided by three central research questions. 1 What is the current understanding and state of OL in Canada? 2 What are the current strengths and barriers of OL in Canada? 3 What are the key recommendations to advance OL in Canada? 5 Regions 9 Sectors 3 Dimensions of OL categorized based on information provided in publicly-available program documents and websites (see Appendix D for a full list of all assets documented). Finally, formal interviews Figure 1: The conceptual framework used for the were conducted with self-identified and/or study, integrating the five regions, nine sectors, and recommended program leaders or participants, three dimensions of OL – ocean knowledge, values, as well as keen community members, guided and actions by key questions (see Appendix C), and then coded and categorized into key themes. Multiple methods were used to identify A convenience sample of self-identified perceptions of and approaches to OL in the participants within the COLC network was used Inuit Nunangat region. An initial document scan along with a snowballing technique to further was conducted of suggested reports (e.g., expand the initial interview participants (i.e., research documents, program information, participants suggested others to interview). This community initiatives) that focused on Inuit report primarily focuses on data collected from knowledge, connection, use, and conservation interview participants who are directly engaged of the ocean (Appendix A). The reports were in ocean and land-based learning, ocean recommended during informal conversations conservation, and/or ocean research and policy with Inuit colleagues and their southern related work. Data was collected from a random partners with whom strong relationships and sampling of the Canadian public for the national trust were established. Similarly, any OL- poll conducted by Nanos Research and for the related initiatives that were identified during arts-based results. See Appendix E for further the above conversations and/or already known details on research methodology and ethics, and to the research