Download - 180621 Inuit Education Summit - ICC Alaska · ways to utilize Inuit pedagogy, hire more Inuit in their school systems, and transfer Inuktut and Inuit knowledge to their children and

InuitEducationSummit13–15February2018inNuuk,Greenland.Location:TheCulturalCenter‘Katuaq’HostedbyICCGreenland

ReportpreparedbyInuitCircumpolarCouncil,ICCGreenlandtotheQuadrennialmeetingof

theICCGeneralAssembly,inUtqiaġvik,Alaska,July2018

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TABLEOFCONTENTSINTRODUKTION PAGE 3SUMMIT,DAY1‒TUESDAYFEBRUARY13,2018 - 4 WelcomebyHjalmarDahl,President,ICCGreenland - 4 LightingoftheQulleqbyTukummeqQaavigaq, ElderfromAvanersuaq,assistedbyICCChairOkalikEegeesiak - 4 OpeningremarksbyOkalikEegeesiak,ICCChair - 4 WelcometoKommuneqarfikSermersooq bytheMayor,AsiiNarupChemnitz - 5TUESDAYMORNING:THEME1 Arcticdemography,small,remotecommunitiesandeducationalchallenges: statisticalandsociologicalviewpoints.Facilitator:JanaHarcharek - 6 AlaskanInuitEducationImprovementStrategybyPaulineHarvey - 6 ExperiencesfromInuitNunangatinCanada,presentedbyNatanObed, - 7 ExperiencesfromGreenlandpresentedbyBirtheTherkildsen, - 8 ExperiencesfromChukotka,presentedbyTatianaAchirgina andElenaKaminskaya, - 10 BreakoutGroups - 12 ExperiencesfromGreenland–speechbyMinisterforCulture, Education,ResearchandChurch,DorisJakobsenJensen - 14TUESDAYAFTERNOON:THEME2 Post-secondaryandvocationaleducationchallenges‒ paneldiscussion.Facilitator:Madelyn(Maddy)Alvanna-Stimpfle - 15WEDNESDAYALLDAY:THEME3 DefiningInuitpedagogy,thenandnow.Facilitator:NukaKleemann - 18 ExperiencesfromAlaskabyYaayukBernadetteAlvanna-Stimpfle, - 18 ExperiencesfromArcticCanada,presentedbyRobbieWatt, - 19 ExperiencesfromChukotka:TatianaAchirginaandElenaKaminskaya - 20 ExperiencesfromGreenland:BrittaLohmann - 20 BreakoutGroups–‘DoesadefinedInuitpedagogyexist?’ - 23THURSDAYMORNING:THEME4 InuitculturalsurvivalinachangingArctic.FacilitatorNancyKaretak-Lindell - 25 IndigenousKnowledgeintheeducationalsystem,Part1:JanaHarcharek - 25 ExperiencefromAlaskabyTerriWalker - 27 IndigenousKnowledgeintheeducationalsystem,Part2:AlukiKotierk - 28 StrengtheningtheInuitlanguageandforeignlanguagesatthesametime, Part1:YaayukBernadetteAlvanna-Stimpfle - 30 Part2:AviâjaEgedeLynge - 30THURSDAYAFTERNOON:THEME5 ConsiderationsforaPolicyonInuitEducation. FacilitatorNancyKaretak-Lindell - 32 Keynotespeaker:DavidJoanisie,MinisterforEducation, GovernmentofNunavut - 32 IntroductiontoTheme5byJanetJohnson - 33 BreakoutGroups - 33ANNEX1:OutcomeDocument - 36

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INTRODUCTIONInrecognitionoftheimportantrolethateducationplaysineconomic,cultural,social,and

politicaldevelopmentofapeople,andthecriticaleducationgapsfacedbyInuittoday,the

delegatesofthe2014InuitCircumpolarCouncil(ICC)GeneralAssemblymandatedtheICC

ExecutiveCounciltoholdanInuitEducationSummitpriortothenextquadrennialICCGeneralAssemblyinJuly2018.

Inuitpedagogicalexpertsandpractitionersfromacrossthecircumpolarregion(Chukotka,

Alaska,CanadaandGreenland)metforthreedaysinNuuk,Greenlandtodealwiththe

urgentformaleducationgapfacingtheircommunities,andtosharesuccessfulpedagogical

approacheswitheachother.Governmentministers,Inuitpoliticalleaders,youth,and

variousobserversalsoattendedthesummit.

Attheconclusionofthethree-daysummit,ICCwasaskedtopreparethisreporttoassist

eachcountryofficeofICCtoreviewtheideasgeneratedandoutcomesdevelopedwith

Inuiteducatorsandleadersfromwithintheirrespectivejurisdictions.Asnotedinthefinal

outcomedocument,foundattheendofthisreport,itwasexpectedthateachICCcountry

office“workwiththeirrespectiveboards,memberships,andeducationalinstitutionstoprepareInuit-focussedrecommendationstothenextICCGeneralAssemblyinUtqiagvik(Barrow),AlaskainJuly2018.”

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AttheoutsetoftheInuitEducationSummit,thefollowingwasestablishedtoguidethe

participants:

WHYAREWETOGETHER,WHATDOWEHOPETOATTAINATTHEENDOFTHETHREEDAYS?

Objective:ToidentifysuccessesandgapsspecifictoInuitpedagogy,language,andknowledgetransfersystemswithintheformaleducationsystems,aswellasonesthatare

culturally/communitybasedacrosstheInuitCircumpolarcountries.

Expectedoutcomesincluded:1)ReportonthestatusofInuiteducationinthecircumpolarcontext.2)StrengthenInuitpedagogyandlanguagethroughknowledgeexchangewithotherInuitcircumpolarregions.3)EstablishInuitEducationnetworksystemstocollaborateondesiredoutcomesinInuiteducationthroughcontinued

communication,evaluation,monitoring,andpotentiallyestablishadatasharingsystemon

thestatusofInuiteducationatagloballevel.

TheKitigaaryuitDeclarationofJuly24,2014Articles43-45relatesto‘EducationandLangue’.

43. MandateICCleadershiptopromoteeducationalexchanges,sharebesteducationalpractices,andhostasummitofexpertsandpractitionersfromacrossthe

circumpolarArctictorecommendwaystodeveloporenhanceculturally

appropriatecurriculum;

44. Supporttraining,recruitment,andretentionprogramsforInuitinallprofessions;

45. MandateICCleadershiptocontinueitspromotionandleadershipofprojectsandinitiativestostrengthentheInuitlanguage,includingtheAssessing,MonitoringandPromotingArcticIndigenousLanguagesprojectthroughtheArcticCouncil;

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SUMMIT,DAY1‒TUESDAYFEBRUARY13,2018------------------------------------------------------------------------------------------------------------------

WelcomebyHjalmarDahl,President,ICCGreenland

HjalmarDahlwelcomedallparticipantsandhighlightedtheimportanceoftheSummit’s

focusoneducation.Heexpressedhiswishforaproductivesummitandhishopethatthe

participantswouldenjoymeetingoldandnewacquaintances.

LightingoftheQulleqbyTukummeqQaavigaq,ElderfromAvanersuaq,assistedbyICCChairOkalikEegeesiak

TukummeqQaavigaqdescribedthewaysinwhichthetraditionalInuitoillamp–qulleq–hasbeenusedasasourceofheatandlight,andhowtheoilcanbeobtainedfrommany

differentanimals,suchasmuskox,caribou,narwhalandfish.OkalikEegeesiaklitthe

qulleqtomuchapplause.OkalikEegeesiakexpressedappreciationforthespiritualexperienceoflightingsuchaqulleqforthefirsttime,andforbeingabletobepresentwithmanyfriends.

ICCGreenlandPresident,HjalmarDahlwelcomingtheparticipantstotheInuitEducationSummit.

BeforetheopeningremarksbyICCChairOkalikEegeesiak,sheassistedTukummeqQaaviaqfromAvanersuaqinlightningthequlleq.

OpeningremarksbyOkalikEegeesiak,ICCChair

AfterHjalmarDahlintroducedandwelcomedher,OkalikEegeesiakgaveagreetingfilled

withspiritualmeaning:“Ullaasakkut.Quvianaqammaluupinnaqtavvaniiqataugiamiilinniaqtulirilangatilluta.”

ShedescribedhercareerwiththeBaffinDivisionalBoardofEducation,andhowshegot

involvedathisfirstGeneralAssemblyinFrobisherBay30yearsago.Shecalledonthe

leadershipandexpertiseatthesummittoexplorethefivethemes:thechallengesofArctic

demographics;post-secondaryandvocationaltraining;achangingArctic;Inuitpedagogy;

andwhatweneedinanInuiteducationalpolicy,inordertobesttransferInuktutandInuitknowledgetoourchildrenandgrandchildren.

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CongratulatingtheICConits40thanniversary,sheremindedparticipantsofhowforums

suchasthissummithelpvalidatetheunityofallInuitandtheircommonlanguageand

culture.Shealsoreviewedthefivethemesofthesummitandchallengedeveryonetofind

waystoutilizeInuitpedagogy,hiremoreInuitintheirschoolsystems,andtransfer

InuktutandInuitknowledgetotheirchildrenandgrandchildren.

1InuktutisthecollectivenamefortwooftheInuitlanguagesofNunavut:InuktitutandInuinnaqtun.

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WelcometoKommuneqarfikSermersooqbytheMayor,AsiiNarupChemnitz

AfterwarmlywelcomingeveryonetothecapitalofGreenlandandherhometown,Nuuk,

MayorChemnitzdrewattentiontothecentralimportanceofeducationinInuiteffortsto

combatthreatssuchasclimatechange,socialproblems,culturaldistressandurbanization.

ShesaidideallyeducationshouldbringtoInuittheabilitytobecomemastersoftheirown

lives;thateducationshouldbringdignity,pride,possibility,perspective,knowledge,and

theabilitytofightfortheirrighttoembracetheirlivesbothasInuit,andasfullmembers

ofmodernsocieties.“Educationremainsthebestgifttoourlovedones.”

MayorChemnitzpointedoutthattheexperienceandhard-earnedknowledgeof

adaptationgainedbyindigenouspeoples,astheyhavestruggledwithfast-pacedandoften

unwantedchangestotheirwaysoflife,couldoffervaluableinsighttoallpeoplestruggling

withfeelingsofalienationandmeaninglessnessduetorapidtechnologicalchange.

Shesaidthat,whileitisextremelyimportantforInuityouthtolearnaboutandtakepride

intheirindigenoushistories,traditionsandlanguages,itwouldbeadisservicetothemto

neglecttheimportanceoflearningtomeettheirownpractical,materialneeds:thebasic

needsallhumanbeingsshareforfood,shelter,clothing,transportation,andtheabilityto

provideforone’sfamily.Shewarned,“Wecan'tbuildalivingnoridentityonsolelybeing'native'–notevenonscientificground.Ourculturalidentitywon'tbringaroofoverourhead,normeatonthetable.”Shestatedherconcernanotherway:“ifweletourhistories,ourculturesandourlanguagebesomethingthatinthefutureholdsusbackfromsuccess.”Shedescribedtheneedtointegratemodernexpectationswiththeindigenouspast,withArctic

youthtakingpoweroverandprideintheirownlives.

MayorAsiiNarupChemnitzsaid:“educationremainsthebestgifttoourlovedones.”Furthershedescribedtheneedtointegratemodernexpectationswiththeindigenouspast,withArcticyouthtakingpoweroverandprideintheirownlives.

MayorChemnitzconcludedbythankingeveryoneforcomingtothesummit,greatly

regrettednotbeingabletostay,andexpressedthewishthateveryonewouldfeelathome

inhercity.

”Ourfamilyisyourfamily.Ourspiritsareyourspirits.”

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TUESDAYMORNING:THEME1

------------------------------------------------------------------------------------------------------------Arcticdemography,small,remotecommunitiesandeducationalchallenges:statisticalandsociologicalviewpoints

ThroughouttheArctic,thesmallremotecommunitiesfaceeducationalchallenges.Thesemaybecausedbylackofsufficientlyeducatedteachersorotherspecificreasons.EachInuitregionhasitsownstrategytocopewiththeproblems.Wemaylearnfromeachother'sexperiences.

Facilitator:JanaHarcharek,Member,NorthSlope,ICCAlaskaEducationSteeringCommittee[Duetobadweather,JanaHarcharekwith8othersfromAlaskawasabsentasshewasdelayed.ShespokeonDay3]

ICCGreenlandPresident,HjalmarDahlnotedthatsomeoftheagendawouldbe

rearrangedinordertoaccommodatethoseparticipants,mainlyfromAlaska,thathad

beendelayedatseveralpointsalongtheirway.

AlaskanInuitEducationImprovementStrategybyPaulineHarvey,ICCAlaskaEducationProjectManager

PaulineHarveybeganwithstoriesfromherchildhood,whenherfamilylivedontheland

andherprincipalfoodwasthemuskrathuntedbyhergrandmotherwhenhergrandfather

wasveryill.Sheexpressedgratitudetohergrandparentsforbeingherfirstteachers.

PaulineHarveyisaretirededucatorandteachertrainerwhohasbeenleadingathree-

yearprojectforICCAlaskaonhowtoimprovetheeducationandresilienceofInuityouth

amidthechallengesofpoverty,suicideandlowgraduationrates.

Theprojectincludessixstrategies:1)topromotethealignmentofeducationframeworkswithInuitcustomsandvalues(whaling,forexample,canprovidecontext;)2)toinfluencepoliciesrelatedtoInuiteducation;3)topromotethedevelopmentandsharingofaculture-basedcurriculumthatfocusesonstudents'Inuitidentity;4)topromoteInuitlanguageeducation;5)tofostereducationalleadershipcapacityamongAlaskaInuit;and6)torevitalizeandreclaimtraditionalInuitparentingskillsby,forexample,encouragingelderstomentoryoungparents.

ThinkTanksinfourregionsofAlaskahaveproposedseveninitiativesthatreflectthe

prioritiesthesefourregionshaveincommon:1)languageimmersionschools;2)developingInuitresearchers;3)developingculturallyrelevantcurriculum;4)creatingasystemforaccreditingInuitteachers;5)utilizingaculturallyappropriateschoolcalendar;6)initiatingsystemicandpolicychanges;and7)buildingcommunitytocreateunity,clarityoffocus,andownershipofthisproject.PaulineHarveyconcludedbyexpressing

howmuchshewaslookingforwardtohearingabouteducationalinitiativesinother

countries.

ExperiencesfromAlaskabyTerriWalker,ICCAlaskaEducationSteeringCommitteeMember[TerriWalkerwasamongtheAlaskancontingentabsentduetotraveldelay.SeeDay3.]

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Discussion

FollowingPaulineHarvey’spresentation,variousissueswereraisedbyparticipantsfrom

differentregions,suchasthechallengeofdealingwithdifferentlevelsofgovernment

whentryingtodevelopcommunity-basedpoliciesinCanada.Often,governmentofficials

overlookthedecisionsoflocalInuitofficials.

ICCAlaskapresident,JimStotts,explainedthatinAlaskatheyhavetheadvantageofbeingabletocontroleducationfundingatthelocallevel.Headdedthathewasverymovedby

themayor’swelcomingaddressandespeciallywantedtohighlightherpointaboutnot

“developingourselvesintoamuseumpiecebecause,whileIamnotaneducator,Ifeelthatit’sanewworldoutthereandlet’sfaceit,wewanttobepartofit.”

AnotherchallengeraisedinthediscussionwasthelanguagebarrierthatcanpreventInuit

youthfromaccessinghighereducation.InuityouthinGreenland,forexample,maylearn

GreenlandictotheexclusionofDanishorEnglishandthenbedeprivedofopportunitiesto

pursuehigherdegrees,whereasAlaskanshavemoreopportunitiesduetotheirknowledge

ofEnglish.Athirdchallengementionedwastheshortageofteachersinremotevillages.In

Alaska,forexample,teachersbroughtinfromthe‘lower48’statesoftenlastforonlytwoyears,orevendecidetoreturnhometheminutetheylandinAlaska.Havingtorelyon

non-Inuitteachersisoneofthelegaciesofcolonialismthatisstillahugeproblem.

ICCAlaskaEducationProjectManager,PaulineHarveybeganherpresentationwithexperiencesfromherchildhoodleadinguptoheryearsofbeingateacher,andnowleadingtheICCAlaskaprojectonhowtoimprovetheeducationandresilienceofInuityouth.

ThediscussionthatfollowedPaulineHarvey’spresentationcontinuedinthehallduringthecoffeebreak.Here:ICCGreenlandPresident,HjalmarDahlindiscussionwithmemberofthemunicipalitycouncilofKommuneKujalleq,JørgenWæverJohansen.

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ExperiencesfromInuitNunangatinCanada,presentedbyNatanObed,President,InuitTapiriitKanatami(ITK)

NatanObedstatedthatapproximately65,000InuitliveinCanada,mostlyinthefour

regionsofInuitNunangat,theInuithomelandinCanada.Thoughtherearecolleges,thereisnouniversityinInuitNunangat.Canada’sprovincialandterritorialgovernmentsset

educationalstandards,andthecurriculainthe53-communityjurisdictionsmirrorthoseof

NorthwestTerritories,Alberta(inthecaseofNunavut),Quebec,andNewfoundland&

Labrador(inthecaseofNunatsiavut.)Inuktuttendstobeusedasthelanguageof

instructiononlyuptoGrade3inmajorityInuktut-speakingregions,sotransitioningtoa

secondorthirdlanguageinGrade4presentsachallengeforyoungstudents.

SocioeconomicissuesposeevengreaterchallengesinInuitNunangat:39%ofInuitlivein

crowdedconditions;only29%ofadultshaveearnedahighschooldiploma;70%of

householdsdonothaveenoughtoeat;only46%areemployed;andthelifeexpectancy

forInuitistenyearslessthanthatforallCanadians.However,agreatstrengthisthat84

%ofInuitreportthattheycanspeakInuktuttosomedegree.

Ofparticularconcernistherateofhighschoolgraduation,whichalthoughrising

everywherebutinNunavikitdoesnotkeeppacewiththepercentageofInuitgradsinthe

south,whoaremorelikelytofinishhighschool,receiveacollegediploma,andgoonto

university.

InuitTapiriitKanatami(ITK)hasbeenworkingforsevenyearstoimplementits2011

NationalStrategyonInuitEducation'FirstCanadians–CanadiansFirst',withthegoalofgivingInuityoutha21st-centuryeducationwithoutsacrificingtheirlanguageandculture.

ThedocumentstatesthatanInuit-centrededucationmustbebilingualandfoundedon

Inuithistory,cultureandworldview;becommunity-basedandempowerparentsand

elderstosupporteducation;restorethecentralroleoftheInuitlanguage;embraceearly

childhoodeducation,Kindergartentograde12,post-secondaryandadultlearning;andbe

continuallyinformedandimproveduponbymonitoring,evidenceandresearch.

Thesegoalshavebeendifficulttoaccomplish,theITKPresidentsaid,butgoodprogress

hasbeenmadeinparentalinvolvementandinvestmentsintheearlyyears.Aswell,ITKis

settingupaTaskForcetoestablishanInuitNunangatUniversitywithinfiveyears.NatanObedconcludedbythankingparticipantsfortheirinterestandsuggestingtheITK’sTask

Forcewouldbenefitgreatlyfromthehelpofmanyparticipantsintheroom.

ExperiencesfromGreenlandpresentedbyBirtheTherkildsen,ChairoftheTeachers’AssociationinGreenland(IMAK)

BirtheTherkildsenoutlinedthemanyeducationalchallengesfacedbychildreninremote

Greenlandvillages.Manychildrenhavetoleavethesecurityofhomeandfamilyto

completetheirprimaryeducationintowns,wherethereisbetteraccesstohealthcareand

whereschoolshavebetteraccesstoeducationalresources.Beingfarfromhomecanbe

veryhardonchildren,particularlywherebudgetcutshavereducedthenumberof

caregiversatboardingschools.Shesaidthatchildrenwithphysicalormentalhealth

problemsoftencanonlygethelpintowns,andsomustspendsignificanttimeawayfrom

thesupporttheyreceiveintheirvillagehomesandschools.TheChairofIMAKsaiditis

importantnottoforgetthattheeducationbudgetrestraintshitremotecommunities

hardest;shecitedtheexampleofcoursesthatshouldbeofferedthereareoftencancelled

duetolownumbersofparticipants.

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Inaddition,BirtheTherkildsennotedthatprovidingremotecommunitieswithup-to-date

teachingmaterialscouldbeverydifficult.Sendingthesebymailcantakealongtimeand

electronicconnectivitycanbeveryunreliableorevenimpossible.Inspiteofthese

challengingconditions,examsarethesameforallprimaryschools,makingitdifficultfor

childreninremotevillagestodoaswellinschoolastheirurbancounterparts.Among

youngpeopleofallages,shesaidthatthereisanon-goingexodusfromremotevillages

duetobetteropportunitiesintownsforeducationandemployment.

ThePresidentofInuitTapiriitKanatami(ITK),NatanObed,statedthatapproximately65,000InuitliveinCanada,mostlyinthefourregionsofInuitNunangat.Ofparticularconcern,hementioned,therateofhighschoolgraduation,whichisrisingeverywhere,butinNunavikitdoesnotkeeppacewiththepercentageofInuitgradsinthesouth,whoaremorelikelytofinishhighschool,receiveacollegediploma,andgoontouniversity.

BirtheTherkildsen,ChairoftheTeachers’AssociationinGreenland(IMAK)outlinedthemanyeducationalchallengesfacedbychildreninremoteGreenlandvillages.Oneofmanyconsequencesisthatmanyyoungpeopleofallagesleavefromtheremotevillagesduetobetteropportunitiesintownsforeducationandemployment.

Discussion

AviâjaEgedeLynge(children'sspokespersonfromGreenland)raisedtheissueofchildrenlivinginfostercareoradoptivehomesoutsidetheirbirthcommunities,andwhatis

knownabouttheireducationsituation.NatanObedrespondedthatthereisaneedinCanadaforabetterunderstandingofthesechildren;heknowsthatin2017,over400

childrenwereincareinNunavut.

Severalparticipants,includingJørgenWæverJohansen(Greenland)emphasizedtheimportanceofgatheringaccuratestatisticsintheareaofeducationasabasisforfurther

policydevelopment.Healsoexpressedtheneedforgreatercooperationamongcountries

toencouragelanguageinstructionasacornerstoneofbothfamilylifeandschoollife.

NatanObedrespondedbyoutliningvariouswaysinwhichITKhadbeeninspiredbytheworkbeingdoneinGreenlandonlanguagepedagogy,andbyGreenland’sideaofhavinga

centralbodyresponsibleforInuitlanguageandculture.

RebeccaKudloo(Canada)highlightedtheimportanceofprovidingbreakfastprogramswherechildrencometoschoolhungry,andLesaSemmler(Canada)explainedthatsupportworkersarebeingusedinherareatohelpchildrenwithlearningdisabilities,attendance

issuesormentalhealthissues,forexample.However,thesesupportworkersareneeded

formanychildren,andcurrentgovernmentfundingforthemisinsufficient.

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Thechildren'sspokespersonfromGreenlandAviâjaEgedeLyngeraisedtheissueofchildrenlivinginfostercareoradoptivehomesoutsidetheirbirthcommunities.

RebeccaKudlooandLesaSemmler,bothfromCanada,highlightedproblemswithhungryschoolchildrenandchildrenwithlearningdisabilities,attendanceissuesormentalhealthissues.

ExperiencesfromChukotka,presentedbyICCChukotkaPresident,TatianaAchirgina,andElenaKaminskaya,ICCCouncilMember2

TatianaAchirginabeganbyoutliningthestructureoftheeducationalorganizationsin

Chukotkafromprimaryschoolstoadulttrainingprograms;78%oftheschoolsarein

ruralareas.Closeto1,800peopleinChukotkaarecurrentlystudyingnativelanguages,and

526peoplegraduatedin2017fromsecondaryvocationalschools.Thesecondary

vocationaleducationsystemrespondspromptlytothedemandsoftheregionallabour

market,andtodayover800studentsareengagedindistancetrainingprograms.The

Multi-DisciplinaryCollegeinAnadyristhefirstsecondary,specializededucational

institutioninChukotkafortrainingskilledworkersinvariousvocations,suchasheating,

engineering,geology,veterinaryscience,construction,computersystemsandnetworks,

meteorology,transportservice,tourismandentrepreneurship.TheAmmosovNorth-

EasternFederalUniversityinAnadyrplaysahugeroleinthetrainingofnewprofessionals

whoareabletopursuehighereducationwithoutleavingtheirhomeland,and70%are

indigenousstudentswhowillbeabletocontributetotheeconomyofChukotkaandthe

preservationoftheuniquecultureofitsindigenouspeoples.Thedistricteducational

systempromotesthetraditionsoftheChukotkapeoplethroughexhibitions,games,

contestsandfestivals.

TatianaAchirginathendescribedsomeofthechallengesfacedintheChukotkaeducational

system:ashortageofteachers;alackofemploymentopportunities;andinadequate

instructioninnativelanguages.ItwasonlyinthepastyearthatChukotkafinallyadopteda

regionallawthatprotectsthefutureofthenativetongue,Chukchi.Publicaboriginal

organizationsofChukotkadotheirbesttocompensateforthelackofattentiontothese

issuesonthepartofthestate.

ICCChukotkahasissuedatwo-volumeRussian-Eskimodictionaryof19,000words,

therebyrestoringtheteachingofthemothertongueinthedistrictcollege,hasreviveda

radiobroadcastinthelanguageofChukotka’sindigenouspeople,conductedlanguage

courses,andpublishedtrainingvideosandDVDsthatrecordthememoriesofelders.The

nativelanguageispopularizedamongchildrenandyouthusingvariousmedia,contests,

andgameswhichhavefeatured,forexample,theoralfolkartofthepeopleofYupik–old

legends,tonguetwisters,proverbsandsongs.TatianaAchirginaaskedSummit

2TatianaAchirginaandElenaKaminskayaspokeinRussianthroughaninterpreter.

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participantstosendbestwishestothe1stDistrictFestivalofthenativelanguagesof

IndigenousSmall-numberedPeoplesbeingheldinChukotka.

TatianaAchirginaandElenaKaminskayafromICCChukotkaspokeaboutsomeofthechallengesfacedintheChukotkaeducationalsystem:ashortageofteachersandinadequateinstructioninindigenouslanguages.Todaytheindigenouslanguagesaredisappearing,andaccordingtothe2002census,only410ofthe1750YupiklivinginRussiaconsiderthislanguagetobetheirnativelanguage.

ElenaKaminskayaspokeoftheprospectsforindigenouslanguagesinChukotka,whicharedire.Sheexplainedthatnativelanguagesaredisappearing,notonlyintheyounger

generation,butalsoinmiddle-agedandeldergenerations.Yupiklanguagescanbeheard

primarilyamongpeoplewhoaredirectlyengagedwithtraditionalactivities:reindeer

herding,huntingofseamammals,andfishing.InruralChukotka,peoplespeaktheirnative

languageonlyrarelyathomeoroutsidethehome,andinthecitiesevenless.Evenvery

elderlypeoplecommunicateathomewiththeirchildrenandgrandchildreninRussian,

thoughthereisnoobligation.

In2003-2004theChukotkanInstituteforEducationalDevelopmentandAdvanced

TeacherTrainingconductedasociologicalsurveyofcollegestudentswhohadcomefrom

nativevillagestoreceiveaneducation.ThesewereChukchi,YupikandEvenstudents.The

resultsrevealedthatslightlymorethanhalfofthestudentsdidnotknowtheirnative

language,though90%ofthestudentsindicatedthattheywantedtostudyitandbeable

tospeakit.AmongChukchistudentsthisdesirewasgreaterthanamongYupikstudents.

Whenaskedaboutthereasonfortheirreluctancetolearntheirnativelanguage,some

Yupikstudentsindicatedtheyfeltitsdisappearancewasinevitable.

Accordingtothe2002census,only410ofthe1750YupiklivinginRussiaconsiderthis

languagetobetheirnativelanguage.Accordingtothe2010census,therewereonly682

peopleoutof1738.Accordingtolinguists,mostpeoplespeaktheethniclanguageofthe

oldergeneration;therest,forwhomthislanguageis“native”,canonlyunderstandit.Theaveragegeneration(40-45yearsold)haveeithercompletelyswitchedtoRussian,or

poorlyspeakthenativelanguage.Oneoftheproblemswasthereductionoftheteaching

hoursofthenativelanguageandtheabsenceofnativelanguageteachers.Outof21

teachers,7teachYupikand14Chukchi.Ofthese,13teachersareaged50andover,4aged

from40to50.Astheschooldirectorsaidtherearenosuccessors.Thegovernmentofthe

ChukotkaAutonomousRegionandagoldminingcompanysupportnativelanguagesand

culturesbyfinancingvariousculturalandlinguisticprojects,sponsoringcontests,and

providingfundingforteachingmaterialsandtechnology.However,thehoursdevotedto

languageinstructioninschoolsaredecreasing,andtheshortageofqualifiedteachersis

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worsening.Theelderswhocanspeakthenativelanguageswillsoonbegone,andwith

them,thenativelanguageswilldisappear.

Discussion

InresponsetoaquestionaboutChukotka’steachers,TatianaAchirginaandElena

Kaminskayaexplainedthatthelawnowrequiresteacherstohaveahighereducation

(years10and11),whichisonlyavailableataregionaleducationalcentreinAnadyr.This

meansthatmoststudentswhowanttobecometeachersmustleavehometocomplete

theirstudies.Somestudentscanattendprimaryandsecondaryschool(uptoyear9)in

theirhomevillages,butothershavetogotoboardingschoolafteryear4.Thevillage

schoolsaresmallandoftenlackequipmentandteachingmaterials,anditcanbedifficult

tohousestaff.Nonetheless,therearemanydedicatedteacherswhotakeadvantageof

coursesofferedattheinstituteofteachingtraining.

BreakoutGroups

Sixbreakoutgroupsdiscussedtheeducationalchallengesforremotecommunities.Here

isasummaryofthechallenges,copingstrategiesandsuggestionsshared.

Challenges:

● Needfordifferentpathwayswithsmallpopulations,inconsultationwithparents

● Studentswhohavetoleavehomeatacriticalagesufferfromalackofsupportand

oftenreturnhome:adjustmentproblemsindormitoriesandbullying

● Toomanystudentsstreamedtowardvocationalratherthanacademicsubjects

● Courseofferingsdonotalwaysmeetgovernmentstandards,focusongradesnot

content.Curriculumlacksrelevancetohistoryandculture

● Insufficientmaterialsinnativelanguages,fewnativelanguageteachersin

secondary

● Socialissuessuchasalcoholuseandmentalhealth

● Lackofconnectivityinsomecasesfordistanceeducation

● BettercompensationneededforInuitknowledgeandteachers

● Teachersunwillingtomovetosmallsettlements,highturnover,lowretention

● Teachersneedtobeeducatedaboutchallengesfacedbystudents

● Lackof(mental)healthprofessionalswhocandiagnoseissuesthataffectlearning

● DistanceeducationhamperedbylackofInternetconnection

● Dealingwithdifferentlevelsofgovernment

● Schoolcalendarnotbasedaroundculture/harvestingseason

13

Copingstrategies:

● AcknowledgeandlearnaboutInuitsocietalvaluesandknowledgethathave

helpedpeoplethriveinthepast,tohelpthemmoveforwardintoabetterfuture.

Usetheseasbasisofcurriculum

● Findwaystotrainandhirelocalteacherswhowillstay,ornon-Inuitstaffwith

additionaltraining.Developincentives.

● Developalternativeaccreditationforteachers,Teacherexchangessponsoredby

ICC

● Includingnativelanguageinstructioninteacher-trainingprograms,withICC

support

● Improvedistancelearningresourcesandaccess

● Developopportunitiesforhighereducationclosertohome;useparentalinput,

home-schooling

● Balancedliteracy:developcurriculuminbothlanguages

● Land-basedlearning,usinglocalmaterialsandopportunities

● Fishingweeksandcampingexcursionswithfamilyshouldbeaccredited

● Usefilm,books,media,eldersintheclassroomtovalidateancestralknowledge,

rolemodelsandtotakeownershipofidentity

● Buildcommunityandresource-basedactivitiesinvolvingchildren

● Youngpeoplecanbecomeexpertsincultureandlanguage,andthenmentor

youngerchildren

FromtheBreakoutGroups,ICCCanadaPresident,NancyKaretak-Lindell.

RobbieWatt,MadelynAlvanna-Stimpfle,NotIdentified,andBirtheTherkildsen.

14

VivianMotzfeldt,MemberofInatsisartutandCarlEgedeBøggild,whoaftertheBreakoutSessionreadMinisterJensen’sspeech.

ExperiencesfromGreenland–speechbyMinisterforCulture,Education,ResearchandChurch,DorisJakobsenJensen(readbyheremployeeCarlEgedeBøggild)

Becauseoftheweather-relateduncertaintiesaroundMinisterDorisJ.Jensen’sschedule,

oneofherofficialswasaskedtopresenttheMinister’skeynoteaddressonherbehalfthat

hadbeenoriginallyscheduledforthefollowingday.KarlEgedeBøggildstartedbywelcomingalldelegatesandsummitobserverstoGreenlandandthenreadherspeech,

whichwaspresentedinherownwords.MinisterJensenispartofthefirstgenerationof

welleducatedinherfamily.Shestatedthattheprimaryandlowersecondaryschool

qualityispoor,andthetransitionneedstobemoreflexibleandappropriate.Teacher’s

educationisbeingmodernized.Comparativelymorestudentsfinishsecondaryschool

nowbutalargenumbergonofurtherwiththeireducation.Sheisworkingtoreformthis

system.Maintainingthewellbeingofstudentslivingawayfromhomewillimprove

academicresults.

Gymnasium(uppersecondaryschool)lastingthreeyearsgraduates350studentsayear;

mostteachersarestillfromabroad.Vocationalschoolshaveexistedsincethe1950s.

TheywerecreatedafterHomeRulewasestablishedin1981.Problemswithfinding

apprenticeshippositionsmeansstudentscan'tgraduate.Over50%ofgymnasiumand

vocationalstudentsdropout.

ThereisaGreenland-baseduniversitywith600studentsandmorethan50graduatesa

yearwhowillcontributetotheirsociety.Thechallenges:a2017reportbytheGreenland

EconomicCounciliscriticalofprimaryandsecondaryeducation,andGreenland'steacher

training.The'Naalakkersuisut'(Government)EducationPlan,whichhasexistedsince2005inpartnershipwiththeEU,statedthatfrom2012-2016,only40%ofstudents

continuedpastprimaryschool.Improvingprimaryandlowersecondaryeducationisa

priorityoftheactionplan2014-2020.ShevisitedmanynativeAmericanschoolsin2017

tofindbettermethods.Sheadmitsthatpreviouslytheireducationalinspirationandlegacy

hasmostlycomefromlookingtothesouth.ShehopestoseeanInuitCouncilalongthe

linesoftheArcticCouncil.

"Irecommendthatweinthefuturewillbelookingmoreeast-westtoeachotherforinspirationandcollaboration."

15

TUESDAYAFTERNOON:THEME2

------------------------------------------------------------------------------------------------------------Post-secondaryandvocationaleducationchallenges‒paneldiscussion

Studentsfrombothpost-secondaryandvocationaleducationsaremeetingnewchallengesafterleavingprimaryschool.Studymaterialinanon-Inuitlanguagemaybeoneofthechallenges,buttherearealsootherchallenges.

InTheme2,thevoicewasgivenespeciallytotheyouth.

Facilitator:Madelyn(Maddy)Alvanna-Stimpfle,YouthRepresentative,ICCAlaskaEducationSteeringCommittee

MaddyAlvanna-Stimpfle,ateacherfromKingIsland,Alaska,introducedtheothermembersofthepanel:RuthKoviak,President,NationalInuitYouthCouncil,Canada;andQivioqLøvstrøm,ChairofIliIli,UniversityStudentsOrganization,Greenland.Absent:MacyKenworthy,Alaska.

MaddyAlvanna-Stimpflethenposedthefollowingquestionforpaneldiscussion:

Whohelped,encouragedandpreparedyoutoattendpost-secondaryeducation,whosupportedyou,andwerethereanyorganizationsinplaceorpeopleinyourlifethathelpedyoubecomesuccessfulwhileattendingpost-secondaryeducation?

Tothefirstquestion,QivioqLøvstrømrespondedthathisparentsandfamilyweremosthelpfultoher,providingherwiththekindofsafeandsecurefamilyenvironmentthatshe

believesismostimportant.ShesaidthatopenandclosedFacebookgroupshelped

studentsunderstresshaveasenseofbelonging,whichshealsobelievesisveryimportant.

RuthKoviaksaidherrolemodelswerehergrandfatherandherolderbrother,whowasthefirstinthefamilytopursuehighereducation.Sheaddedthatherdramaclubhelped

prepareherforcollegeandthatdailyphonecallstoherparentsprovidedalotofsupport.MaddyAlvanna-Stimpflesaidthathermotherinfluencedherthemost,takinghertoteachingconferencesandexposinghertoothercultures.ICCandherparticipationonthe

EducationSteeringCommitteealsohelpedher.

Thesecondquestionposedforpaneldiscussionwas:

Whatchallengesdidyoufacewhileyouwereattendingcollege,andhowdidthesechallengesshapeyourfuture?

QivioqLøvstrømrespondedthatoneofthechallengeswasthelackofinformationonwhatitmeanttogotouniversityandhowtomanagetheapplicationprocess,theonline

communicationsandthecourses.Thelanguagebarrierbetweenteacherandstudentalso

presenteddifficultybecauseInuitcommunicatedifferentlyfromtheDanisheducators,

usingtheirhandsandfacialexpressionsindifferentwaysthatsometimesareinterpreted

tomeantheoppositeofwhatisintended.SheexpressedthewishthatDanishteachers

couldbetaughthowtocommunicateeffectivelywithInuitstudents.RuthKoviaksaidhertwobiggestchallengesinherfirstsemesterwerecopingwithgriefwhenhergrandmother

passedaway,andlearningtomanagehertimeeffectively.MaddyAlvanna-StimpflesaidshefounditdifficultthatthecoursesshewastakingattheUniversityofAlbertadidnot

seemrelevanttoherplanstoteachinherhomecommunity;therewerenoclasses

focussedonherownculture.Anotherchallengewasthatshefeltguiltybeingsofarfrom

homewhenalotofeldersdied,andshefeltsheshouldbeathomelearningfromthem

whileshestillcould.

16

Thethirdquestionposedforpaneldiscussionwas:

Whatwouldyouliketoseewhenyourchildrenorfamilymembersgothroughpost-secondaryeducationintheyearstocome?

QivioqLøvstrømemphasizedtheimportanceofhavingInuitrolemodelsaseducatorsandofaddressingthesocialproblemsthatholdInuitstudentsback.Ruth.Koviaksaidshehopesforimprovementsincurriculumthatwillbetterpreparestudentsforpostsecondary

studies.MaddyAlvanna-StimpflehopesherchildrenwillhavetheoptiontospeakInupiaqallthewaythroughschoolandthattheirlanguagewillbeheardandspokeneverywhere.

Thelastquestionposedforpaneldiscussionwas:

Arethereanysuccessesyouwouldliketoshare?

QivioqLøvstrømrespondedthatthestudentorganizationshechairshasworkedhardwiththeuniversitytomakeiteasierfornewstudentstoenteruniversity.Sheaddedthatalot

ofprogresshasbeenmadeintheareaofeducationaboutabuse:teachingthatyourloyalty

totheabusershouldnotbegreaterthanyourloyaltytotheabused.Ruth.Koviaksaidsheishappythatherschoollifeisgoingwell,thatsheislearningtomanagehertimeandher

manyrolesasstudent,siblingandpresident,andthatshecanbearolemodelforher

siblings,andthatherbabynephewisdoingwellafterheartsurgery.Maddy.Alvanna-Stimpflesaidshefeltthatthissummitwasalreadyahugesuccess!Shewasalsopleasedaboutthemovementtorevitalizehernativelanguage,andsheisindiscussionwithher

superintendentabouttakingonapositionasanInupiaqimmersionteacher.

AviâjaEgedeLynge(Greenland)thankedthestudentsforofferingsomuchhope,andforsharingtheirstrength.

Tuesdayafternoonwasdedicatedtotheyouth.MaddyAlvanna-Stimpfle,ateacherfromKingIsland,Alaska,introducedtheothermembersofthepanel:RuthKoviak,President,NationalInuitYouthCouncil,Canada;andQivioqLøvstrøm,ChairofIliIli,UniversityStudentsOrganization,Greenland.

17

TUESDAYEVENING:RECEPTION

------------------------------------------------------------------------------------------------------------Thedayclosedwithaninvitationtosummitparticipantstoattendareceptionhostedin

MinisterDorisJ.Jensen'sabsencebyGreenlandPremierKimKielsen.

PremierKielsenhostedareceptionatGreenland’soldestEuropeanhouse–HansEgedesHus–from1728.WhentheNorwegianmissionaryHansEgedemovedhismissionarystationfromthe‘IslandofHope’andestablishedthenewmissionarystation‘Godthaab’,hebuiltthehouseforhimself,crewandforawhileitwasalsousedasachurch.

Today,thehouseisused,amongotherthings,whenInatsisartut(Parliament)isgatheredbeforegoingtothechurchduringtheopeningofthespringandautumnmeetings.

18

WEDNESDAYALLDAY:THEME3

------------------------------------------------------------------------------------------------------------DefiningInuitpedagogy,thenandnow

DoesadefinedInuitpedagogyexist?FacingthefactthatInuitlive,notonlyinfourdifferentnationstates,butalsoinsuchvastareasthatincludeavarietyofInuitsubcultures,whichincludehuntingcommunities,fishingcommunities,farmingcommunities,extractiveindustries,andadministrativeandeducationalcentres,etc.Thisleavestheopenquestion‒whetheranInuitpedagogycanstandalone,orhastobesupplementedwithotherpedagogicalmethods.

Facilitator:NukaKleemann,VicePresident,ICCGreenland

NukaKleemannintroducedthethemeofthefollowingpresentations,‒andsaidhewas

lookingforwardtohearingabouttheexperiencesofothercountriesintheareaofInuit

pedagogy.

ExperiencesfromAlaskabyYaayukBernadetteAlvanna-Stimpfle,Member,ICCAlaskaEducationSteeringCommittee

BernadetteAlvanna-Stimpflebeganremindingparticipantsthathercolleague,Janet

Johnsonhadbeenscheduledtopresentwithherbutduetobadweather,shehad

unfortunatelynotyetarrived.Sheremindedthosegatheredthattheterm”pedagogy”referstothepracticeofteaching.Itisreallyaboutteachingteachershowtoteach,butshe

saidshebelievesInuitpedagogyisfocussedmoreonthelearner:isthelearnergettingit?

Educationshouldadapttothelearner.

ShecontinuedthatinInuitculture,theassumptionisthatoneisalwayslearningfrom

othersandteachingothers.Whenbabieshearsongs,theylearntorecognizesounds.When

parentsgoouthunting,childrenlearnfromtheirsiblings.Becominganadultmeans

becomingamentorforothers.Youngpeoplelearnfromtheexperienceofelders,the

culturalexpertsinthecommunity.Eldersteachbyshowingyouthingsonecan’tfindin

textbooks.Shedescribedwhenahunterlearnedthatchildreninschoolneededtoturn

pagesinabooktolearnsomething,heturnedtoanotherhunterandsaid,”Hmmm,one

daywewillneedtotakeabookalongwalrushuntingandopenthepagestosee’howto

killawalrus’.”HerearesomeofherexamplesinTheInuitLearningProgression:

• Ayuqatuq‒toteachbyexample;

• Ilisazaq‒tostudy;tolearn;

• Ilittuq‒helearned/knows;

• Ilisimaruq‒heknowshow.

FacilitatorNukaKleemannnotedtheabsenceofMs.ParmaSonbergEgedeandpostponed

ExperiencesfromGreenlandfromtheGreenlandTeachersTrainingCollegeuntilafterRobbieWattpresented.

19

NukaKleemannintroducedthetheme‘DefiningInuitpedagogy,thenandnow’,whichwasfollowedbyapresentationbyBernadetteAlvanna-StimpflefromAlaskaandRobbieWattfromCanada.

ExperiencesfromArcticCanada,presentedbyRobbieWatt,presidentoftheKativikIlisiarniliriniqSchoolBoard(KSB)nowKI

RobbieWattstatedthattocreateanInuit-centrededucationsystempeopleneedtothink

ofInuitmatters.Hepointedouttheneedtoincorporatetheworldviewsfromtheeuro-

centricsystemintotheInuitvalues."Wedonotliveinabubble.”…”First,”hestressed,”weneedtohaveourvaluesinsidethestructure.Theneverythingelseisgravy.”Heacknowledgedtheoraltraditions,butemphasizedallthewrittenmaterialthathashelped

keepallofthisInuitknowledgealive.Hestatedthenecessitytoteachtheconceptualand

science-basedcompetenciestoourInuityouth.

RobbieWattpresentedmanycompellingslides.Someofhispointswereasfollows:

• Attheschoolboard,wedevelopprogramsin3languages,forlearnerstaughtina

secondlanguageenvironment.

• TheNunavikpopulationissmallandtherearefewInuitexpertresources.KImust

beabletoofferthemadvantageousworkconditions,astheirexpertiseisin

demand.

• InCanada,therearefewnon-InuitexpertresourcesfamiliarwithInuitand

Aboriginalworldviewandpedagogicalapproaches.KImustalsobeabletooffer

themcompetitiveworkconditions,astheirexpertiseisindemand.

• Inaddition,veryfewnon-aboriginalexpertsaretrainedinindigenousworldview

orpedagogy,andthereisaprofoundcolonizationtoberemovedfromour

educationsystemandmentality.

• Withinthenon-Aboriginalpopulation,thereislittleawarenessandunderstanding

ofourrightsandofwhoweareasInuit;thegovernmentofficialsandministry

employeesweworkwitharenoexceptiontothat.

TheKIpresidentsaidthatwhenInuitemployeesformonly52%ofourworkforce,then

teachertrainingisimportant.Mr.Wattsaidthathisorganizationdoesnotworkalone,and

gavetheexampleofbeingapartnerwithMcGillUniversity.Thecoursesaretaughtin

Inuktitut,andstudentsendupworkingasconsultantsduringthetraining.Since1978,

182teachershavegraduatedfromMcGill.Overallin2015-2016,theKIschoolboard

employed462teachers,ofwhich36.4%ofwhom,or168,wereInuit.Referringtooneof

hisslides,hesaidabout40%ofthelatterhasbeencertifiedwiththeQuebecMinistryof

Education.

20

ExperiencesfromChukotka:TatianaAchirginaandElenaKaminskaya3

TatianaAchirginastatedthatlivingconditionsinthecommunityrequiredfromeach

memberofthecommunitysuchqualitiesastheabilitytoliveinoneaccordandharmony,

self-control,andobediencetothedecisionoftheelderswithoutcontradiction.She

regrettedthattodayintheirvillagesonecouldfindonlytracesofaharmoniouspast.She

applaudedthemethodsBernadetteAlvanna-Stimpflediscussed;learningbydoingis

important.Shenotedparentsdidn’treallypunishkidswhileteachingthem,onlymade

remarkswhensomethingisnotright.Fishingandgatheringskillsweretransferredfrom

onegenerationtothenext:thefirstriteistohuntaduckorseal;thiswaykidswere

taughttorespectnatureandanimals.

TatianaAchirginarecountedavisittoasettlementin2014;basedonwhatshesaw,she

feelsthetraditionalknowledgeshouldbepromotedonthefederallevel.TheVirtual

(online)club"Tasigmit"functionsastheconnectionbetweengenerations.TheyshareandtakecareoftheirInuitroots/culture;theirfocusisusingthenativelanguageineveryday

use.Sheadmitstimeshavechanged,thattheyareheadingtocapitalismandextinctionof

traditionalvalues.Anotherchallengeisthattheeducationalsystemadoptsthe

‘indisputable’FederalStateEducationalStandards-FSES,theyoftengoagainstpeople’sdesiresandinitiatives.Parents‒oftenbacktwoorthreegenerations‒havebecome

marginalizedintheirownvillages.Ethnically,shefindstheyareunexpressive,colourless,

assimilatedandacculturated.Nowonly3elderscarryonthelanguageandcultural

development.TatianaAchirginawantstomakesureteachersaresupportedtousetheir

nativelanguageandmaintaintheculture.

ElenaKaminskayaspokeaboutpromotingnationalandregionalcompetence,thehistoryandcultureofChukotkainthegeographylessons.Everysummertheyhavelabourcamps;

boyslearntohuntseamammals,duringweekendstheeldersteachdances.Shespokeof

thenationalfestivals,theseahunters’sportsfestival,andtheBeringSeagames.

Beforemovingon,FacilitatorNukaKleemannaskedtheparticipantstorecogniseandwelcomeDorisJ.Jensen,GreenlandMinisterforCulture,Education,ResearchandChurch,whohadbeendelayedelsewhereduetobadweather.NukaKleemannaddedthathehopedthatthiswasasignthattheAlaskanswhohadnowmadeitasfarasSisimiut,aGreenlandtownnorthofNuuk,wouldbejoiningthesummitsoon.

ExperiencesfromGreenland:BrittaLohmann,Rector,oftheInstituteofEducationofGreenland

NukaKleemannthankedtheRectorforhavingagreedtoreplaceParmaSonbergEgede,

HeadofSection,InstituteofEducation,atshortnotice,andinvitedhertothepodium.

BrittaLohmannsaidshewouldliketopresenttheexperiencesofGreenlandthroughthe

question,“isthereanInuitpedagogy?”Sheexplainedtheuseoftheoralways,liketeachingthebuildingofakayak.ItisperhapspartofanInuitpedagogy,sheexplained,thatteachers

oftenfindtheirownculturalmaterialsthattheycanuseintheirteaching.Shestressed

thattheyouthneedtolearnthingsrelevanttotodayinordertobecomebettermembers

ofmodernsociety,theneedsofthefutureadjustingtothemoderneducationalsystem,

alongwiththeneedtoinnovateandfindnewwaysofeducatingtoprepareforthe21st

century.ShenotedGreenlandhasbeguntousemodernways:theschoolsinclude

3Tatiana.AchirginaandElenaKaminskayaspokeinRussianthroughaninterpreter.

21

languages;weofferGreenlandic,English,Danish.ShesaidifonehaschosenDanishas

theirfirstandmostimportantlanguage,thenotherlanguagesareofferedinGreenland,

thatbeingGreenlandicandEnglish.BrittaLohmannpointedoutthatwhenstudentsare

usingandmixingdifferentlanguagesineverydayuse,theneducationmustadjusttothis

fact.Forexample,allkidsinprimaryschool,shesaid,willgettheirowniPadsinthevery

nearfuture,thereforetheteacherswouldsoonbetrainedinhowthesecanbebestusedin

theclassroom.

“IsthereanInuitpedagogy?”askedBrittaLohmann,andexplainedtheuseoftheoralways,liketeachingthebuildingofakayak.Butshealsostressedthattheyouthneedtolearnthingsrelevanttotodayinordertobecomebettermembersofmodernsociety.

MinisterDorisJ.JensenthankedBrittaLohmannandwishedhersuccessinherplanstofurtherequipteachersinhowtodeveloptheirowntechniquesinadaptingthelanguages.

Questions&Answers

KattieEgedeMotzfeldtfromGreenlandaskedhowculturalidentitywasfosteredintheInstituteoflearning,andwhattoolstopromoteidentitysheenvisionedbeingusedinthe

primaryschool.BrittaLohmannsaidshewasmeetingsoonwithsomerepsfromthedepartmentsofeducationattheInstitutetohearwhatkindofinitiativestheywantfor

thattypeofteachingmaterials.AtthetimeoftheSummitshewasnotabletoanswer

specificallyhowpracticallytheyarebeingused.

AnthonFrederiksen,alsofromGreenlandacknowledgedotherlanguagesthanGreenlandicwereimportanttouse.Hestatedheknewofmanystudentsleavingprimaryschoolwho

arenotabletocontinueinthehighereducationsystems(henotedstatisticshadbeenpresentedthedaybeforetoprovethis)andthusstudentshaveverylimitedopportunitiestogoontohighereducation.HeaskedhowtheMinistryofEducationwoulddealwiththis

largegroupofsinglelanguageGreenlandicspeakers,toequiptheminotherlanguages.

BrittaLohmannrespondedtohiscommentarythattheywishtohireexpertswhodemonstratecompetenciesofeducation,e.g.”inmyownInstitute.”TheyofferedtrainingalsoinGreenlandicspeaking,notonlyDanish,andshesaidthatisnotnormallydone.”Sonowwedothis,andwehireGreenlandicspeakersandofferthemotherlanguagesaswell.”Sheexpectedtofocusmoreonthisinthefuture.

AviâjaEgedeLyngeasked,giventhatyouthuseamixoflanguages,howtheywouldteachtheyouthtolearnotherlanguages?ShecommentedthattherearemanyGreenlandic-

only-speakingyoungGreenlanders;whoareoftencalledthesilentonesthattheyare

perhapsnotsopushy,andthataremoreoftenthosethatachieveverylowgrades.She

22

askedhowtheInstitutepreparesteacherstomeetthesechallengesandproblems

Greenlandicyouthface.

BrittaLohmannreferredbacktoherpresentationtothequestionofhowthecurriculumisdevelopedandhowstudentsareabletouseitscontents:e.g.follow-upstudent

questionnairesbeingdevelopedsotheeducatorscandevelopevenbettercurricula.She

saidtheywerepreparedtousenewexperimentaltechniques,whichcouldmeetwith

failures,orsuccesses,andinthiswaytoadoptabettertechnique.

KattieEgedeMotzfeldtstressedtheidentificationofacommonunderstandingofthecurriculumweneeded,andthespecificmethodsteachersusetoteachthekids.Weare

neverabletofullyteachthekidsabouthowtheyexactlylearnfromourwaysof

teaching.Shenotedhowtoproceedinteaching,forinstance,teachingtheDanish

language,asaforeignlanguagewasveryimportant.

Britta.Lohmannrepliedthatduetotheirnewhiring,theyhadnowstudiedotherwaysofteachingtheDanishlanguage,forinstanceSheexplainednewtechniquesthatwehave

startedtousetopromotemoreopendiscussionsonvariousissuesinGreenlandic.

BirtheTherkildsenagreedwiththeMPthatalotofkidsfinishprimaryschool,buttheygetlostbetweenprimaryschoolandhighereducation.

BrittaLohmannfurtherstateditisimportanttoofferhighereducationinGreenlandicinthefuture,tofurtherdeveloptheirownmaterialsandcurriculaandfocusontheirown

problemsandchallenges.Shesaidafterevaluationtheywouldplanspecificcoursesso

thatteachersareequippedwithspecifictoolstoteachtheirstudents.

MinisterDorisJ.JensenthankedBrittaLohmannandwishedhersuccessinherplanstofurtherequipteachersinhowtodeveloptheirowntechniquesinadaptingthelanguages.

ShenotedthegovernmentofGreenlandwasnowfocussingalotontheGreenlandic-only

speakers,aimingthat75%teachersintheInstituteshouldbecapableinGreenlandic

languageonly.

TheMinisterthenaskedBrittaLohmannwhatherexpectationswerefortheinitiatives,to

whichsherespondedthatsheunderstoodteacherswouldimpactthestudentsinthe

classroom,andtheimportanceoftheirtechniquesinteaching.Studentsnowhavespecific

typesofneedsinlearninglanguages.Herownvisionwouldbeinthefirstyearto8thgrade,

isthatstudentsbeoffereddifferentlanguagessothattheyaremoreabletouseforeign

languagesratherthantheirownGreenlandicorprimarylanguage.Inthiswayshesaid

couldtheycouldcontinuewithhighereducation.

ApolloMathiassenfromGreenlandwaspleasedbythepresentationinGreenlandicandhisintentiontointroducetheiPadinschools.Hehopedasarepresentativeofamunicipal

councilthattheywouldbeinvitedtomeetingstodevelopnewwaysofteachingforeign

languages.Hesaidtheywerefollowingtheprogressofchildrenverycloselyandthatit

wasveryimportantthatkidsareinspiredtogoelsewhereandlearnabouttheimportance

ofseeingothercountries,howtheyproceedwiththeireducationalsystem.

BrittaLohmannansweredshewashappytobedirectlyincontactwithmunicipalcouncilsanddirectlywiththeschoolsforsuccess.

23

BreakoutGroups–‘DoesadefinedInuitpedagogyexist?’

NukaKleeman,moderator,thenaskedparticipantstobreakintogroupstoaskthe

questionastowhetheranInuitpedagogyexistsandtoreportback.

Participantsengagedindiscussionsduringacoffeebreak.

SummaryofGroupReports

ThegroupsconcurredthatthereisanevolvingInuitpedagogy,basedonthetraditional

learningstyleofdemonstrationandobservation,andnotderivedsolelyfromtextbooks.

Theyfeltthewisdomofeldersandparentsshouldbeincorporated,andthatgood

examplesofcurriculacouldbeinventoriedandmadeavailabletoothercircumpolar

regions.Theynotedeldersstillrecallbeingcolonizedandwanttoseedifferencesinthe

waytheyoungergenerationistreated.Onebigchallengestatedwasthatunilingual

speakersfeeldevalued,bynothavingthesameopportunitiesormobilityasbilingual

speakers.Theyfeltthatclassroomlessonsandevaluationmethodsdidnotteachchildren

howto“beagoodInuk”orrelatetoreallife.TheysaidsomeInuit-languageteacherswillsoonretirewithoutreplacements,andyoungerteachersneedtoberecruitedandtrained.

Oneexamplecitedforteachingmathinaculturalcontextwashowtofishforchar,and

thensmokeit,reflectingtheInuitworldview.

SomegroupsfeltanInuitpedagogywouldtakefinancingandchangestogovernment

policy,butwouldresultinbettergradesandacademicsuccessinsomeregions.These

successstoriesweredeemedimportanttocollectandstore,tobuildself-confidencein

remotecommunities.

DiscussiononGroupReports

Thebreakoutgroupreportsgeneratedalotofinterestandmuchdiscussionensued.

AquestionwasaskedifonelearnsDanishinGreenland,doesonehaveagreaterchanceof

attendinghigherinstitutions;ifkidsaretobetaughtEnglish,areEnglish-onlyspeaking

teachersused?Thereplywasthatteachersshouldbeabletocommunicateinthe

languagethestudentsuse;teachersthatleaveafterashortstaymakeitchallengingfor

studentstosucceed.

TherewasacommentthathighschoolsexistineverycommunityinNunavut;allofthe

schoolsgouptograde12.Theretheyarefinallyseeinghomegrownhighschool

graduates;parentsdidn’tknowtheirchildrenspokeEnglish;theyhiditfromtheirparents.

Therearehighernumbersofgraduatesoverthepast15yearsorso,yetupto70%of

24

elementarygraduatesdidnotmakeittohighereducation.Thequestionwasasked

whethertheyareboundtoadutytodevelopcurricula.

Aresponsecamefromoneofthegroupreportersthatwhiletheyarevalidatingcurricula,

itisimportanttounderstandtheyarefacingchallengesinGreenlandasinAlaska;there

canbestudentswithweaknesses.

AnotherresponsebyKIpresident,RobbieWatt:thatteachersarealreadyhiredasprofessionals;hewantstocreateopportunitiesforteachersbothtostudytogetherandto

createlocalpedagogies;whenonehadtwosetsofteachersonlymeetingatthebeginning

oftheschoolyear,hefeltthiswouldcreatemoreracism.

Therewasaquestionwhethertofocusmoretoinvolvefutureteachersfromthesouth,

affirmingofcoursetherewasaneedamongInuittodeveloptheirowncurriculum.

Theresponsewasgiventhattheyareusingtheresourcesfromtheircommunity;their

memberswouldmaketheirownprojectsandthenmakeapresentationinaforeign

language;

Therewasasuggestionthatteachersshouldbeallowedtoworktogetheronthese

projects;therebeingadifferenceinusingbooksonly,orusingonlylocally-developed

curriculum.

BernadetteAlvanna-Stimpflespokeaboutherexpertiseinhowstudentslearnasecondlanguage:SheisaspecialistinteachingEnglishasasecondlanguage(ESL);shehastaught

studentswhospeak‘survivalEnglish’academicEnglish;shehasusedculturallyrelevantpictures,i.e.caribou,paper(tutu,kaliikkaq),songs;sheusesshorterwords,and

encouragesteenageandparentalresponsibilities.

Thelastquestionwaswhether,astheMinisterofEducationfromGreenlandhadsaid,you

needanEnglish-speakingteacherifyouwanttoteachEnglish.Thiswasaddressedto

BernadetteAlvanna-Stimpfle,beingherselfateacherofcultureandlanguage,sheansweredthatalanguageteacherdoesn’thavetocomefromthatcountry;thebraingoes

throughadifferentprocesstoteachinasecondlanguage.

ConcludingRemarksForDayTwoByHjalmarDahl

TheICCGreenlandPresidentthankedtheparticipantsforaverysuccessfulexchange.He

notedthattherewouldbeareportcomingfromthissummitatalaterdate,whichwould

bepassedfromtheICCexecutivecounciltotheGeneralAssemblyin2018,towhichGA

delegatescouldrespond.However,hetoldparticipantsthatashorteroutcomedocument

fromthismeetingwasbeingdraftedbasedoncommentsandsuggestionsheard,anda

draftofthatwouldbecirculatedfirstthinginthemorningtobediscussed,theneditedby

thegroupforreleasesoonafterthesummit.

Beyondtheoutcomedocument,themorecomprehensivereport,HjalmarDahlsaid,wasto

befurtherdiscussedbytheICCexecutiveandfromthatreporttheexecutivecouncilwould

providerecommendationstothedelegatesattheGeneralAssembly.Hestressedthe

importanceofdecisionstomoveforwardfromhere;thattheycouldinfactbecomethe

startingpointfortheprocessofreformingtheeducationalsystemacrossInuitNunaat.He

hopedDay3wouldbefruitfulforthefutureofeducationintheArctic,andthatthework

wouldcontinuelongaftertheSummit.Thenhedismissedthesummitparticipantsforthe

day.

25

THURSDAYMORNING:THEME4

------------------------------------------------------------------------------------------------------------InuitculturalsurvivalinachangingArctic

InallInuitregions,theInuitculturehasmetmanychallengesoveralongtimespan.Elementsoftheculturehavedisappeared,otherelementshaveadaptedtothenewrealities,andnewelementsfromothercultureshavebeenincluded.Facingthefactthattoday'sInuitarelivingincomplexsocietiesdoesnotexclude,oratleastshouldnotexclude,theuseofindigenousknowledgeintheeducationalsystems.Byincludingindigenousknowledge,theInuitlanguagemaybestrengthenedatthesametime.

ICCCanadaPresident,NancyKaretak-Lindellservedasfacilitatorfortheday.

ThemissingAlaskanconstituencywaswarmlywelcomed,throughapplause,byall

participantsafterbravingsnowstormsandtraveldelaystoattend.

IndigenousKnowledgeintheeducationalsystem,Part1:JanaHarcharek(Alaska)

JanaHarcharekusedtheexampleofAlaska’sNorthSlopeBorough(NSB)schooldistrictin

herpresentation.

Shedescribedhowin1972,whenIñupiatfinallytookcontroloftheireducationthrough

thenewpoliticalstructures,thatthiswasatatimewhenmanywerenotabletospeak

theirmothertongue.Inspiteofthisnewcontrol,textbookswereorderedfromtheUSA’s

lower48states.

Ittooksometime,JanaHarcharekexplained,buteventuallyandslowlydecisionswere

takentobringbackanInuit-centredpedagogy.Itstarted,shesaidwiththerecognition

thattheywerelosingtheireldersovertime,anditwastheirknowledgethatneededtobe

keptalive.So,recordingsweremade.Theknowledgesofreelygivenbytheelderswas

thentranslatedintoEnglish.

Overtime,theyknewthis,toowasnotenough.Itwas,infact,theelderswhotoldthemso,

whichledthemtoeventuallyrenovatetheclassroomstobemoreculturallysensitive.

Thatwasfollowedbychangingthe‘lower48’foodtogivekidsthemessagethattheirownfoodwasgoodenough,andinfactbetter.Shesaidteachershadfoundkidswere

graduatingwithoutknowingwhotheywere,sotheyusedtheelders’knowledgetocreate

"TrailbreakersforLearning.”JanaHarchareknotedthatthisimportantprocessorpedagogicalmodelcouldberepresentedbyanInuitblankettosscircle,arepresentationof

whichshehadpinnedonthewallforsummitparticipants.

ItwasthisInuitblankettosscircle,witheightpairsofpeoplearounditcorrespondingto

theeightNorthSlopecommunitiesthatJanaHarcharekusedtoexplaintosummit

participantshowthe”TrailbreakersforLearning”wasconceivedandnowbeingimplemented.

Shedescribedthevisualofthecircleasfollows–seenextpage:

26

“Oneofeachpairisalightershadetorepresentourancestorswhounderpinallwedo.

ThemuccoistakenfromtheskinsoftheUmiaq,andthestitchingontheblanketrepresentsourlanguage.Thedesigndepictsanoutsideringdividedevenlyintothreerealms:Spiritual,IndividualandCommunity.”

“Frombottomleft,theIndividualrealm:Arrowmeanshuntingandsurvival;Needleisforsewing,Plantrepresentsmedicinesforhealing,MountainstoOceanourrespectfortheenvironment.Topthird:intheCommunityrealm,thelove,knowledgeandbeliefofElders(sittingaroundcirclewithT,whalejawbonesforceremonies;apersonsinginganddancing(notevil),Homes,TwopeopleforParenting,theMaskisforourarts;theBallfortraditionalathletics.”(Applausewasheardwhenshesaid”Let'sbringthatback!”)

“IntheveryinteriorcircleoftheTujukiullunaut...weusedtoliveintwoworlds:hereistheoneandhereistheother,theblanketnowshowsintegration.”

27

JanaHarcharekstatedthatinAlaskatheyneedleadership,includingthestrengtheningof

men'srolesandwomen'sroles.Shesaidintheirteacherrecruitingfromthelower48

states,theirboardhasassertedtonewteacherscomingin,"ifyoudon'twanttogetwiththeprogram,thengoteachsomewhereelse."

Shefeltinthepasttheydidn’thavetheirownteachers,becausethestudentshadbeen

discouragedtobecometeachersoneday.Shestatedthatneveragainwouldtheybeleft

outsidetheclassroomdoor,sothattheirstudentswouldsomedaydesiretobecome

teachers.

FacilitatorNancyKaretak-LindellthankedJanaHarcharekandstressedhowpowerfulapresentationshehadmadeandcouldseehowsheconveyedhermessageswellwithall

summitparticipants.

NancyKaretak-LindellaskedanotherAlaskanInuk,TerriWalker,whohadtakendaysto

reachNuuk,throughairports,wind,andsnowstorms.

ExperiencefromAlaska(rescheduledfromDay1)TerriWalker,ICC-AlaskaEducationSteeringCommitteeMember,NorthSlope

TerriWalkerprefacedherslideshowbysharinghersadnessthatherparentswere

punishedforspeakingtheirlanguageand,asaresult,sheneverlearned.Thatwasthe

reason,shesaid,shehadtogivehertalkinEnglish.

ShecontinuedhertalkbyprovidingsomebaselinestatisticsonslidesaboutNorthern

Alaska.Hereisabriefsummary:

• 663,000squaremileswith740,000peopleinfiveregions

• 11distinctcultures,22dialects,20%povertyinNWAlaska

• Noroads,accessbyplane,snowmachineorboat

• 68.5%graduationrateamong29%thatareAlaskaNatives,38.1%dropoutrate

TerriWalkersaidoneneededtounderstandandaddresspolicybarriersbeforeadvances

couldbemadeineducationoftheiryouthandadults.Shesawthemainbarriersas

follows:

• EducationgearedtowardWesternwaysofknowing;

• theStateofAlaskarequiringtestinginEnglishasaconditionoffunding;

• Impactofhiringteachersfromthe’lower48’:theyareoftenveryyoungorabouttoreturn,wanting"theAlaskaadventure,”therebyleavingaftertwotothreeyears.

TerriWalkerthenpresentedsomepolicysuccesses.Theyincluded,amongstothers:

• Teachersgotocampswitheldersandkids;

• Since1989,2405followingtheUAlaskasystemhaveBachelor'sdegrees,553

studentshaveMastersdegrees,16havePhDs

• InsufficientPhDsinthefieldofeducation.

TerriWalkeralsoaddressedmattersofcultureandlanguagesayingtherewere

insufficientlanguagespeakersathome.Shejuxtaposedthiswithnotingthesuccessof

languageimmersionschoolsinherregion.Curriculumchallengesabounded,whichshe

counterbalancedbydescribingthesuccessofNorthSlopeSchoolBoard’scurriculum

developmentinitiatives.Wellnesschallengessuchaszeroemploymentforsome,suicides,

28

havingtoleavehometogotoschool,lowself-esteem(especiallyintheagebracketof18

to30),andlackoffocusformanywasjuxtaposedwithTerriWalker’sexcitementover

wellnessprogramdevelopment,thesuccessofyouthleadershipprograms,having

developedtheirowneducationcertification,andstartedtheirowncommunitycolleges.

JanaHarcharekandAlukiKotierk.

IndigenousKnowledgeintheeducationalsystem,Part2:AlukiKotierk,President,NunavutTunngavikInc.(Canada)

AlukiKotierkprefacedherremarksbysayingthatthechoiceofwordsisimportant,thateducationdoesnotjustmeanformalschooling.Shedescribedlookingwithawetomany

Inuit,carefulnottodevaluethosewhohaveno”education,”andthattheyhavelivedexperienceanddepthsofknowledge.Whenshewouldseetheword”survival”asinculturalsurvival–thetopicofthistheme–herviewwasthatthecolonizerusedthisword

tomeantheInuitwereonthebrinkofextinction.Shefelttheychosethiswordtojustify

imposingtheirways,andsheaddedthatshepreferredtheword,”thrive.”

AlukiKotierkcontinuedbysayingthatin25yearssincetheNunavutAgreementthey

envisionedserviceswouldbeinInuktitutbythistime.”Butthat’snothappening”,sheadded.InNuuk,onehearsGreenlandiceverywherewhile,shesaid,Inuktitutuseis

diminishingby1%ayearinNunavut;therearenomoreboardsofeducation,just

governmentcommitteesandAlbertacurriculum.

ShewonderedifInuitinNunavuthadbeentoonice.Althoughthenumberofgradsis

increasing,shereportedthat,still,70%ofstudentsdonotgraduatefromhighschool.Her

threerecommendationsforNunavutinthisregardwere:

• BuildInuitup–AlukiKotierkcalledforschooltobedeliveredinInuktitutinall

subjects;shesaiditwasimportanttodevelopcurriculumwhichisInuit-centric

withmessagingthataffirmsstudents'Inuitidentity.

• Inuktut-speakingteachers.–Inthisregard,shesaidGreenlandwasatrue

inspiration.

TheNTIPresidentsharedsomestatistics:therewere9,300Inuktutmothertongue

studentsKindergartentograde12,430English,80French.Shesaidtherewere42

schools,allofthemEnglishexceptoneFrench,thelatterwhichwasmandatedby

law.Intherecentpast,Nunavuthadseena33%increaseinunilingualEnglish

teachers,only10'bilingual'teachershadbeenadded,whichsheunderlinedasa

challenge.Only10of41schoolsprovideInuktitutuptothethirdgrade,Aluki

Kotierksaid,and37ofthe41schoolshadprincipalswhowereunilingual.She

statedthatthereweremorenon-InuitEnglishlanguageteachersthantotalEnglish

29

speakingstudents.ShefurtherstatedtheneedtobringmoreInuktut-speaking

teacherstoNunavutand,likeAlaskadelegateshadalreadyshared,toworktoward

theirowncredentialization.Shesharedwiththosegatheredanexcitinglanguage

mentorship-trainingprogram,atproposalstageandcurrentlybeingconsideredby

theGovernmentofNunavut.Aninterestingfactnotmanymayknow,shesaid

NunavutwastheonlyjurisdictioninCanadawherethemajorityspeakalanguage

otherthanthetwoofficiallanguagesofCanada,thatbeingEnglishandFrench.

• Inuit-centredcurriculum–TheNTIPresidentstatedthatstudentsmostlydidnot

recognizetheirlivesintheeducationcurriculum,whichcamefromtheCanadian

provinceofAlberta.SherecognizedthatparticipantsatthisSummithaveshared

howInuitwaysofunderstandingandknowledgecanbeusedtoteachallsubjects,

andthatthissharinghadencouragedher.

AlukiKotierkconcludedbyspeakingeloquentlyoftheneedtochangethenarrativeabout

howresilientInuitare,notbeingblindtothesocialillsbutneedingtospeakofthemselves

inaconstructive,forward-movingmanner.Sheassertedtheirneedtorelyononeoftheir

greatstrengths,theirkinshipsystems,theircontinuingtobewelcoming,butrefusingtobe

nicetoinjustice,inequity,orunfairness.

Comments,QuestionsforAlukiKotierk

Greenlander,AviâjaEgedeLyngesaidthatasGreenlandchildren’sspokesperson,shehadcometounderstandthatwithoutpositivestoriesforchildren,changedoesn’thappenand,

inthisregard,askedhowdoweencourageourownpoliticianswithpositivestories?

AlukiKotierkrepliedthatNunavut’sownInuitpoliticianswouldoftennotdosomethingaboutthethingsthey’reawareof;theystillneededtotellthepositivestoriesoftheyouth

inparticular,togivethemhopethattheyaregoodenoughandhavepowertoaccomplish

things.

QivioqLøvstrømsaidyouthlackrolemodels;thatinGreenlandthere’sabigdropoutrate;thatadultsneedtochangethenarrativeandthewaytheyspeak,therewasaneedtofocus

onretainment,sotheadultsempowerandnotvictimizestudents.

AleqaHammondaskedthosethathadpresentedhowtogetmorethan1-2hoursaweekforlanguageinstruction;andhowmuchfundingtheygetforthatpurpose.

JanaHarcharekansweredAleqaHammondbysayingthatintheNorthSlopeBoroughSchoolDistrict,theirlocalgovernmentfundsatahigherratethantheStateofAlaska

provides.ShementionedthatsomefundscamedirectlyfromthefederalUSAgovernment

becausetheInuitoftheNorthSlopedonotliveonreservationsasotherindigenous

peoplesintheUSAdo.Shesaidtheirschoolboarddetermineshowthatthedollarswillbe

spent,thattheirboardhasmadelanguageapriority,withBorough,StateandUSAfederal

governmentcollaboration.

AlukiKotierkrespondedbysayingthattheamountoftimeshouldn’tbejustafewhoursaweek.Shestatedtherewasawayoflookingatcurriculumaspartoftheschoolsystem,

notenoughjusttohaveasubjectthatiscalled,”Inuitculture,”say.

30

StrengtheningtheInuitlanguageandforeignlanguagesatthesametime,Part1:YaayukBernadetteAlvanna-Stimpfle

BernadetteAlvanna-Stimpflespokeaboutthesupportshereceivedfromherelders,especiallyhermotherandgrandmotherwhoraisedher.ShewenttotheUniversityof

AlaskainFairbanksandbecameateacher,shesaid,literallybymistake.Sheexplainedto

thesummitparticipantshowherbrainhadprocessedansweringquestionsinclassin

English,thenlateronherwayhome,howsheprocessedthesameanswerinYupik,(the

samethingwithInupiaq),inanotherpartofthebrain.Inthatrespect,thingstooktimefor

hertoprocess.

A2018reporthasbeenpublishedofrecommendationscalledSummaryofAlaskaNative

LanguagePreservationandAdvisoryCouncil,ofwhichsheisoneoffivemembers.

Shequotedfromit--No.3stressestheneedforCulture-BasedCurriculum.No.4

endorsedInuitLanguageEducationandimmersionprograms.

Part2:AviâjaEgedeLynge,Children’sSpokespersoninGreenland

AviâjaEgedeLyngegaveanimpassionedtalkentitled,”StrengtheningtheInuitlanguageandforeignlanguageabilitiesatthesametime.”Shestartedbysaying,”Iwouldliketocallforastrengtheningofboth[theInuitlanguageandforeignlanguageabilities],andsuggestthatthisisbestachievedbyleavingthecolonialshadowsbehindus.Iwillarguethat,withoutlosingouridentityandlanguage,weareentitledtolearnforeignlanguagestobestachieveahighereducationalstandardamongInuit.”AviâjaEgedeLyngethenwentontohelpingparticipantsunderstandthatGreenlanders,inheropinion,havebeensofocussedon

promotingboththeimportanceofhavingastrongsenseofself-worth,includingasolid

graspoftheInuitlanguage,andatthesametimepromotingtheideaofhigherlearning,

thatayoungchildoftendoesnotknowhowtonavigatethesetwo,sometimes

contradictorygoals.Inresponsetothisdilemma,AviâjaEgedeLyngeposedseveral

questions:”Thequestionthenbecomeswhetherourrequirementsforthenewgenerationfitwiththestructureswehaveputtheminto?Havewemadethebeststructureforthemtoachieveboth?Andcanweevengivethemtheresiliencetheyshouldhavefromhomeinordertocopewithalltherequirements?”Sheansweredthesequestionsherselfbysaying,“unfortunately,Idon’tthinkso.”

ThenreferringtotheUNConventionontheRightsoftheChild,AviâjaEgedeLynge

suggestedthatanewvisionshouldbebasedonarights-basedapproach,whichwould

ensurethatachildandhis/herrighttoaneducationisseenasawhole.”Avisionthatisnoteither-or,butclearlyindicatesthatachildisentitledtohis/herlanguage,his/heridentity,butalsohastherighttobepreparedforahighereducation.”

NancyKaretak-Lindellthankedthepresentersandgaveawell-roundedsummaryofeachoftheirtalks.ReferringspecificallytoAviâjaEgedeLynge’spresentation,NancyKaretak-LindellsaiditshowedthatInuitlanguagespeakersandadvocatesmayhavegonetoofarin

onesense,thatmaybetheyneedtofindbalanceandcommonground,andthatthisiswhy

sharingexperiencesthroughasummitsuchasthiswasagreatwaytodothat.Relatedto

this,theICCCanadaPresidentthenspokeofexperiencefromherownregion,saying,”forusinNunavut,weneedtokeepinmind”theexperienceofGreenlandersasdescribedbyAviâjaEgedeLyngewhere”youngpeopleoftencannotgotoDenmarkorNorthAmericatofurthertheirstudiesbecausetheylackproficiencyinDanishorEnglish.”Shecontinued,”weinNunavutneedtobe,therefore,carefulwhatwewishforandkeepinmindthataswepushforInuktituttobelanguageoftheTerritory...[weshould]promotebilingualismorevenmorelanguages,asknowinganotherhasneverhurtanyone’seducation.”

31

Discussion,Q&AforAviâjaEgedeLynge

ITKPresident,NatanObedaskedAviâjaEgedeLyngehowonecouldcraftsomethingattheICClevel,howtotranslatewhatshesaidforaCanadianaudience,andnotatthesametime

giveCanadaanexcusetosay"toomuchInuktutisnotgood,"forexample?

Sherepliedthatthestrongerone’smothertongueis,thebetteronecanlearnaforeignlanguage.”Thatiswhattheresearchshows”,sheadded.Shecitedtheexampleofa16-year-oldgirlwhoknowsfourlanguages,butsheisverystronginGreenlandic,thatthegoal

can'tbeeither/or.

JacquieLambertaskedwhatkindofwellnessinitiativestherewereinGreenlandforintergenerationaltrauma.Shenotedthatshewasusingeyemovementtherapyand

sensorimotortherapyinAlaska.

AviâjaEgedeLyngerepliedthattalkingabouttraumaisstilltabooinGreenland,thatsome

saytojustmoveon,focusonabilities,notwhatonefeelsinside.

NiviOlsen(Greenland)remarkedthateldersandparentsneedtobeatthecoreofrevitalization,thateldersleadtheyouth,thenlistentotheyouthaswell.

BernadetteAlvanna-StimpflecitedtheFirstAlaskansInstitute(https://firstalaskans.org/)forputtingcollegestudentstogetherwithelders,indifferentsessionsforthemtointeract.

Shesaidthisishoweldersreachouttoyouth.

JeannieArreak-Kullualik,NTIaskedhowdotheycategorizedialectsofInuitlanguage,asforeignlanguages,eventhoughtheyareuniversalinthecircumpolarregion.Youthare

pushingtospeakInuktut(andthatbethelanguageofinstruction,becausetheirparents

weren'tallowedtospeakit.

AviâjaEgedeLyngerepliedthatshewastalkingaboutforeignlanguageasaGreenlanderanditmaybehardtoextrapolatebeyond.ShesaidtheirfirstlanguageisGreenlandic,but

thisisnotaproblem,ratherhowtomakeaneducationsystemthatfitsGreenlanders’

needs.

CarlChristianOlsen,PujusaidtheyhaveonelanguageinGreenlandand,infact,acrossInuitNunaat,butwithdifferentdialects.

CommentbyJanaHarcharek:ShequotedSamuelSimmons,presidentoftheInuiteldersconferencesayingattheICCGeneralAssemblyinKuujjuaqin2002,"onedayyouwillhaveanICCsessionwhereyouuseonlyinterpretersfromonedialecttoanother,andnoEnglish."

VivianKorthiusalsocommentedthatinBethelAlaskasheisCEOofthevillagecouncil,48villages,56tribes.Shesaidtheytook4yearstosurveywhateachvillagesaidweretheir

problemsandsolutions,basedonastrengthmodel,notadeficiencyone.Shestrongly

underlinedthatshefoundparentingtobethenumberonesolutionineachvillage;thatis

teachingYupikmothershowtobemothers,andYupikfathershowtobefathers.

NancyKaretek-Lindellsaidpeopleneedtobestrongonthesolutionsside,tocelebratewhattheyhave.TheycanlearnfromtheRussianstocelebrate,andtocreaterolemodels.

32

THURSDAYAFTERNOON:THEME5

------------------------------------------------------------------------------------------------------------ConsiderationsforaPolicyonInuitEducation

Whywerewetogetherforthesethreedaysandwhatdidwelearn?DowehavesomuchincommonthatwecancreateacommonpolicyonInuiteducation,orarethere,morelikely,onlyelementswecanusefromeachother.Noanswersaregivenbeforehand,whichmeansthattheideasbroughtforwardattheInuitEducationSummitwillbetheplatformforthesixBreakoutgroups.

FacilitatorNancyKaretak-Lindell,ICCCanadaPresident

GiventhatMarySimonhadbeenunabletocomeduetopersonalmatters,theICCCanada

presidentgraciouslyagreedtostepintocontinuetofacilitatetheongoingdiscussions.She

calleduponNunavut’sMinisterforEducationtotakethepodium.

Keynotespeaker:DavidJoanisie,MinisterforEducation,GovernmentofNunavut

MinisterJoanisiesharedwithsummitparticipantshisvisionforNunavutstudents,thatbeingtohavemorewell-educated,bilingual,self-reliantNunavummiut.

Hisministry’smission,hesaid,wastoa)improvelearningoutcomesandliteracy;b)

improveinstructionquality;c)promoteequalaccess;andd)increaseInuitemployment

andInuktutlanguageuse.

Lookingtohisparentsashisfirstteachers,hegavethanksthattheyhadsuchabigimpact

onhim.

Hespokewiththeaidofslides,howNunavuthasayoungpopulation,halfundertheageof

25,with32%underageof15.Thereare9,000studentsin44schoolsspreadacross25

communities.Hesaidtherethatoftheprincipalsandteachers,50%ofpositionswere

filledbyInuit;andhewashappytoreportthatnumbersofgraduatesareup10%ayear.

MinisterJoanisiestatedthattheNunavutEducationActrequiresabilingualeducation

commitment,butthenlistedthechallengesinachievingsuchagoal.Thesechallenges,he

said,includedlowliteracy,lowgraduationrates,andlowavailabilityofInuitteachers.The

opportunities,however,wereexciting,hesaid,andtheyincludedbettersupportfor

school,lifelongeducation,Inuitrecruitmentandtrainingstrategies.

TheEducationMinistersaidhewaslookingforwardtohearingmoreabouttheinnovative

certificationprocessforInuiteldersandothereducatorsthathadbeendiscussedby

AlaskanandotherInuitearlierinthesummit,andinbringingthatbackthatideato

Nunavuttostudyit.MinisterJoanisiesaidInuithadformerlybeenincontrol,and

describedhowthenthemissionaries,explorers,traders,cameandhadanimpactonthe

wayoflife.HesaidInuitarenowbacktomakingastrongcommitmenttoonceagain

determinetheirowndestiny,createselfreliance,andsaidthatthrougheducation,hewas

confidentthattheycanmakeanimpact.

Heconcludedwithalessonfromhisownfather:howhewentwhalingwithhisthree

brothers:“Myfatherpickeduptworocks.Heaskedeachbrother,”whatdoyousee?”Hecontinuedthestorybyaskingthesummitparticipantsthisquestionofhisfather.Mr.

Joanasierevealedtheanswer.“TheserocksareInuittools”‒youusethemforInukshuks,forcuttingmeat,forcooking.Hesaidhisfather’sstorychangedhisthinkingforever.He

concludedbysaying,”inthesameway,thinkofeducationasatool.Youapplytoolsdifferentlyineverydaylife.”

33

FacilitatorNancyKaretek-LindellthankedtheMinisterandcommentedonhowMinisterJoanasie’sstoryresonatedwitheveryoneatthesummit,howresourcefulthepeopleof

Nunavutare,andthateachofthemlooksthroughlifewithaverydifferentlens.Shesaid,

”Inuitareoftentheroundpeginasquarehole”andwhentheydon’tfittheybecomeinnovative.ShenoticedthattheNunavutsymbolisapolarbearmovingforward,butashemovesforward,heislookingbehindhim.

IntroductiontoTheme5byJanetJohnson,ICCAlaskaEducationSteeringCommittee

JanetJohnsonintroducedherselfasaYupikfromKotlik,Alaska,whohasbeenateacher

for26years.SherepresentsthesouthwestregionontheSteeringCommittee.She

describedhowinOctober2017attheAlaskaFederationofNativesconvention,thefirst

evercompactwiththeStateofAlaskaforchildwelfarewassignedbytheGovernorof

AlaskatolayapathforservicestoAlaska’s200-plustribes.Shesaidthatparents,schools

andruralcommunitiesareallgettinginvolvedinthenewpartnership,startinginJanuary

2018withthreetribesintheplanningprocess.

BreakoutGroups

Lookingbackonthethreedays,whatdidwelearn,anddoweshareenoughtocreatea

commonpolicy?

Whenthebreakoutgroupscamebacktoreport,theyallrelayedasenseofurgencyatthe

currentsituation,andtheneedtochangethelivesofschoolchildrenwithtangibleactions.

Ahomogeneouspolicywasseenashardtoachieve,butteachingmaterialsandsystems

couldbeexchangedviaaclearinghouse,possiblyonlineandinallthelanguagesofthe

circumpolarregion.GoalstoholdteachereducationforumsandimproveInuitteacher

andseniorstaffrecruitmentwerefrequentlymentioned.BreakoutgroupsfeltanICC

committeecoulddeveloppolicythatwouldhelpthemgoverntheirowneducation,

connectthecircumpolarnations,keeptheirculturalheritagealive,andunitethepeoples

inacommoneffort.Theydeclaredthispolicycouldservetocounteracttheinfluenceof

Westernways,wherelanguagesarenotgivenofficialstatus.Theynotedthepotentialof

theinternettofostercommunicationandindigenouslearningstyles.

Inconclusion,theproposedICCCommitteewouldusesurveysanddevelopprogramsto

showInuitregionshowtobuildskillsandenhancewellbeing,thenassesseducational

outcomes.Thegroupsfeltthisdevelopmentoftheirownstandardsandtrainingwouldact

tore-colonizetheeducationprocesswiththeirInuitwaysofliving.

JanaHarcharekendedthediscussionandmadeajointconclusionoftheBreakoutGroups:

ShesaidthatICCcouldfacilitatebestpracticesonteachingmodels;thatthediscussions

startedatthisSummitshouldcontinue,ratherthanmeetingeveryfouryears,each

countrycouldhostameeting.Sheexpressedtheneedtoformanetwork.

JanaHarcharekrecommendedthatamandatebegiventotheICCexecutivecouncilto

createa“cultural/educationalandlanguageinstitute”withallEducational/Cultural

materialsinoneplace;andtocreateaMindMappingProcessforInuitEducation.

EachbreakoutgroupreporterthankedICCGreenlandforhostingtheSummit.

34

JanaHarcharekandDeannaMarieJacobson.AviâjaEgedeLynge.

CarlChristianOlsen–Puju.MinisterDavidJoanasie

LesaSemmlerandAnthonFrederiksen.BarbaraAmorakandMimiKarlsen

35

DraftingofSummitOutcomeDocument

AftertheBreakoutGroups,allparticipantscamebacktogetherinPlenarytofinalizean

OutcomedocumentoftheSummit,aDraftofwhichhadbeencirculatedtoallparticipants

onDay2.ThisDraftwasbaseduponthediscussionsandproposalsmadethroughoutthe

three-daysummit.ModeratedbyformerGreenlandpremierandformerICCCouncil

member,KuupikKleist,thefinalsessionofthedaywasdedicatedtodiscussingfinal

draftingandeditsofanoutcomedocument.

KuupikKleistaskedtheparticipantstoprovidesuggestionsforanyfinalchangesor

additionstothedraftoutcomedocument.Thisoutcomedocument,KuupikKleist

explained,wasmeanttoserveasaninformalsummaryofthemeeting,andtobeusedin

writingthefinalreport,whichwillbeforwardedtotheICCGeneralAssemblyinBarrow

Alaska,July2018.SeeAnnex1.

KuupikKleistandChesterReimerfinalizingtheOutcomeDocument.

JustbeforeeveryoneleftthethreedaysSummit,ICCGreenlandPresident,HjalmarDahl,

tookthefloor,andthankedeveryoneforhisorherparticipationandconstructiveinput.

36

ANNEX1

OUTCOMEDOCUMENT

INUITEDUCATIONSUMMIT

Nuuk,Greenland13-15February2018

Respondingtoacallin2014byInuitleadersfromChukotka,Alaska,Canada,andGreenlandtoeducationexpertsandpractitionerstoconveneinasummitfocussedon

Inuiteducationpriortothe2018GeneralAssemblyoftheInuitCircumpolarCouncil(ICC);

RecallingspecificrelatedmandatesgivenbyInuitleadersatthe2014ICCGeneralAssembly,throughtheKitigaaryuitDeclaration,asfollows:

Article43.MandateICCleadershiptopromoteeducationalexchanges,sharebesteducationalpractices,andhostasummitofexpertsandpractitionersfromacrossthe

circumpolarArctictorecommendwaystodeveloporenhanceculturallyappropriate

curriculum;

Article44.Supporttraining,recruitment,andretentionprogramsforInuitinallprofessions;

Article45.MandateICCleadershiptocontinueitspromotionandleadershipofprojectsandinitiativestostrengthentheInuitlanguage,includingtheAssessing,Monitoring,andPromotingArcticIndigenousLanguagesprojectthroughtheArcticCouncil.

ThankfultoICCGreenlandfortheopportunityofmeetinghereinNuuk13-15February2018tosharepositiveInuit-focussededucationpolicesandstrategies,aswellasour

educationchallengesacrossInuitNunaat;

RecallingtheILOConvention169andUNDeclarationontheRightsofIndigenousPeopleswhichaffirmtherightsofInuittoestablishandcontroltheireducationalsystemsand

institutionsappropriatetotheirculturalmethodsofteachingandlearning;

FurtherRecallingthattheUNConventionontheRightsoftheChildassertstherightsofchildrentoaqualityeducationatthehighestlevels;

AcknowledgingthateachInuitregioninChukotka,Alaska,Canada,andGreenlandhavedifferentcolonialhistoriesresultingindifferenteducationalchallengesacrossthe

circumpolarArctic;

FurtheracknowledgingthenumeroussimilaritiesfacingInuitandtheireducationalinstitutions,groundedintheirsharedculture,history,andworldviews,areimportant

startingpointstosharebesteducationalpractices,developenhancedculturally

appropriatecurriculaandlearningresources,andjointlyconceiveandimplement

successfulInuit-focussededucationalpolicies;

37

CelebratingtheresilienceofInuit,ourculture,andourdemonstratedsuccessesineducationalapproachesandadaptabilityinthemidstofdominantculturesandintheface

ofarapidly-changingworld;

UnderstandingthatneweducationalapproachesbyInuiteducatorsmustincludebothInuit-focussedpedagogiesandinnovativeeducationalapproachesadaptedfromwider

globalresearchandprovenmethods;

AgreeingthattheInuitlanguageandthechallengesitfacesfromsecond-orforeign-languagespeakerswithinourlands,territories,andcultureisthekeyandmostimportant

componentofanyInuit-focussededucationalpoliciesthatInuitmaywishtofurtheror

develop;

Acknowledgingthatdisparitiesaresustainedthroughcolonizingpedagogyandthatinstitutionalbiasesresultinthepredictabilityofstudentperformance,Inuitlagfarbehind

othersindominantculturesintermsofformaleducationalsuccessandinsomecasesthis

laghasachievednearcrisislevels;

Understandingthatamongthemanywaysofhelpingimprovegraduationratesistoaddressthesignificantsocio-economicdisparitiesfacedbyInuit;

FurtherUnderstandingthatotherwaystoimprovegraduationratesistoaddressculturalandlinguisticdisparities;

CelebratingtheincredibledepthandbreadthofknowledgeandwisdomheldbyInuiteldersandotherswhocontinuetobethemostimportantteachersInuithave;

MindfuloftheneedtofindinnovativewaysofaccreditingoureldersandotherInuitknowledgeholdersamongstussothattheymaybecertifiedasthecompetentand

invaluableteachersthattheytrulyare,withinthelargereducationalenvironmentsthatall

Inuitliveintoday;

AcknowledgingthatasInuitweknowbestwhatisbestforourchildrenandassuchwecanandshoulddefinewhatteachercredentialingprocessesandpost-secondaryrequirements

inteacherpreserviceprogramsshouldconsistoftoensureourworldviewand

perspectivesisanintegralpart;

BuildingonInuiteducationalapproaches,pedagogies,andmodelsthatsuccessfullyintegratethesciences,arts,humanities,andotherdisciplinesintothenaturalandfamiliar

environmentsthatInuitchildrenlivein;

Mindfuloftheneedtofostermuchgreatergrowthinpost-secondarytrainingthatisbothappropriateforInuitandwhichwillallowInuitindividualsandcommunitiestotake

advantageofwiderglobalopportunitiesandtodosobygainingabetterunderstandingof

therolethatmasteringbothprimaryandglobally-dominantlanguagesplayinattaining

thisgoal;

38

WE,THEPARTICIPANTSATTHEINUITEDUCATIONSUMMIT,AGREETHATWEWILL:

■TransmittheInuitworldviewandknowledgetoInuitstudentsinalltheworkwedo,whetheritbethroughlanguageofinstructionorInuitpedagogicalmethods;

■ImproveandenhanceInuiteducationsystemsatalllevels,inparticularearlychildhood,middle,secondary,andpost-secondarylearninginwaysthatreflectandstrengthenour

cultureandgivethebestpossibleopportunitiestoInuit;

■CallupontheeducationalauthoritiesandpoliticalbodiesinourrespectiveregionstoworkwithusindevelopingInuit-focussedpedagogiesthataresufficientlyfundedand

allowInuittodeterminehowbesttoimplementthem;

■CallupontheeducationalauthoritiesandpoliticalbodiesinourrespectiveregionstoprovideforsufficientfundingforthedevelopmentofInuit-focussedteachingmaterials.

■Committoincludeyouth,elders,andparentsinthedevelopmentofinnovativeInuit-focussededucationalinitiatives;

■Committodevelopfully-fundedevaluationmethodsthatusevalidmeasuresinareasoflanguageproficiencyandknowledgeacquisitionacrossalllevelsofeducationineachof

Chukotka,Alaska,Canada,andGreenland,andtodosoincomparableways;

■CommittocommunicatewitheachotherafterleavingNuukbysharingadditionaldetailsofourowneducationalandpedagogicalsuccessesandchallengesand,whenrequested,

assisteachotherinattainingourrespectiveeducationalandpedagogicalgoals;

■AskICCtoestablishaforumandcommitteewithmembershipfromallInuitregionsinordertohelpfacilitateourcommitmenttocommunicate,share,andassisteachotherin

ourcommonandrespectiveeducationalresponsibilities;

■AskICCtodevelopfundingmechanismstoestablishasecretariatthatwouldenabletheequitablesharingofeducationalresourcesacrossthecircumpolarregionsinaccessible

languagesordialectsandtofindwaystoovercomesomepossiblebarrierssuchas

copyrightandjurisdictionalchallenges;

■AskICCtoprepareareportofthisEducationSummittoassisteachcountryofficeofICCtoworkwiththeirrespectiveboards,memberships,andeducationalinstitutionsto

prepareInuit-focussedrecommendationstothenextICCGeneralAssemblyinUtqiaġvik,

AlaskainJuly2018;

ASAGREEDBYINUITGATHEREDATTHECIRCUMPOLARINUITEDUCATIONSUMMITNUUK,GREENLAND

15FEBRUARY2018

Download - 180621 Inuit Education Summit - ICC Alaska · ways to utilize Inuit pedagogy, hire more Inuit in their school systems, and transfer Inuktut and Inuit knowledge to their children and

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