Journey to Inuuqatigiit: Curriculum Development for Nunavut Education

Abstract

This article explores the experiences of 8 Inuit curriculum authors in the Nunavut Territory of Canada during the creation of Inuuqatigiit: The Curriculum From the Inuit Perspective. The Inuuqatigiit authors' story is examined in terms of the group coming together, their work with elders, the educational community's response to the Inuuqatigiit curriculum, as well as the author's intentions for its future use. The Inuuqatigiit authors' journey demonstrates a commitment to curriculum development and instructional practice that is firmly rooted in Inuit language and culture. Details of the authors' contributions to Indigenous, community-based schooling efforts are provided, as well as discussions of the wider discursive connections contained within the Inuuqatigiit authors' story.

Notes

¹A “cooperating teacher” is the community school classroom teacher paired with the Nunavut Teacher Education Program student teacher. This person supervised the student teacher's practicum experience.

²Both the Northwest Territories and Nunavut Department of Education follow Alberta Provincial curricula guidelines for secondary school programming. Nunavut students must write and pass Alberta Provincial Final Exams in core subject areas to graduate.

³ Bear Nicholas (2001) found that neocolonialism is well-established in native teacher education programs across Canada. Although her study did not include the Nunavut Teacher Education Program (NTEP), a recent review of the program questioned NTEP's relevance in terms of its articulation to Inuit language and culture (Aarluk Consulting, final report evaluation of the NTEP. Submitted to the Government of Nunavut, Department of Education and Nunavut Arctic College, September 8, 2005).

⁴The Inuuqatigiit principal writers are Liz Apak Fowler, Guita Anawak, Elisapee Karetak, Manitok Thompson, Eva Noah, Naullaq Arnaquq, Peesee Pitsiulak, Shuvinai Mike, Rosemarie Meyok, Josie Tucktoo, Millie Kuliktana, and Rose Marie Kirby.

⁵Terms that were used repeatedly across the group and noted in webs of situated meanings during the analytic process are indicated in the text through the use of quotation marks. These phrases and related terms were often used by more than one participant and so are not individually referenced.

⁶Inuktitut is one of the Inuit languages used in Nunavut and the Northwest Territories. Inuinnaqtun and Inuvialuktun are classified by linguists as dialects of Inuktitut, but many speakers claim they are Inuit languages. In addition, there are many regional dialectical differences within the language of Inuktitut.

⁷Bilingualism is said to be subtractive when the first language is partially replaced by the second language. It is additive when learning a second language builds on, and is not detrimental to, the first language (Dorais, 1996).

⁸Sedna is the Inuit goddess of the sea.