180621 Inuit Education Summit - ICC Alaska · ways to utilize Inuit pedagogy, hire more Inuit in...
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Inuit Education Summit 13 – 15 February 2018 in Nuuk, Greenland. Location: The Cultural Center ‘Katuaq’ Hosted by ICC Greenland Report prepared by Inuit Circumpolar Council, ICC Greenland to the Quadrennial meeting of the ICC General Assembly, in Utqiaġvik, Alaska, July 2018
Transcript of 180621 Inuit Education Summit - ICC Alaska · ways to utilize Inuit pedagogy, hire more Inuit in...
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;
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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;
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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
