Negotiating the Place of Inuit Qaujimajatuqangit (IQ) in Nunavut Schools
For many of the 8 years I lived in Nunavut, I worked as an instructor in the Nunavut Teacher Education Program. This experience provoked me to research how Nunavut educators' negotiate a place for Inuit language and culture in their schools.
The place of Inuit language and culture ( Inuit Qaujimajatuqangit or IQ ), within the education system in Canada's arctic territory of Nunavut has been contentious terrain since the missionaries imposed formal schooling on the original peoples at the beginning of the twentieth century. This paper is a discourse mapping (Sanguinetti, 1999) of that terrain via the ongoing Inuit Qaujimajatuqangit (I.Q.) ‘Conversation’( Gee, 1995).
Using Gee’s analytical tool of ‘cultural models” it is possible to trace the engagement of Nunavut educators with the multiple discourses that are sustaining and disrupting the I.Q. conversation. The mapping explores some of the dominant discourses contained within the various communities of the Nunavut educational context.
Some of the Nunavut educators’ espoused and evaluative cultural models severely limit the possibility for any potential school reform, whereas others open dialogue for a way forward in meeting the Nunavut Government’s officially stated goal of having I.Q. as the foundation of “all we do”. (Bathurst Mandate, Government of Nunavut, 2000). By examining the tensions, contradictions and dreaming embedded within the I.Q. conversation , some of the present and future educational roles of Inuit Qaujimajatuqangit are illuminated.
Lynn Aylward (Canada)
Lecturer in Inclusive Education
School of Education
(Virtual Presentation, English)