Inuit Qaujimajatuqangit in Educator Leadership Training in Nunavut

Kathy Snow, Darlene Nuqinagaq, Nunia Anoee, Erin Morozoff, Alexander McAuley, Ron MacDonald

Abstract


The history of formal K-12 education in Nunavut has been characterized by a gradual shift from "southern" assimilationist models to those more reflective of the language, culture, and aspirations of Nunavummiut (Arnaquq, 2008; Lees et al., 2010). Post-secondary education has been slower to change. Since its launch in 2010 through a partnership between the Government of Nunavut (GN) Department of Education and the University of Prince Edward Island (UPEI), the Certificate in Educational Leadership in Nunavut (CELN) has developed and delivered programming founded in Inuit Qaujimajatuqangit (IQ) for Inuit and non-Inuit educators and administrators. This paper will illustrate what UPEI has learned in decolonizing program design from working with the GN, its teachers and leaders. At the heart of the program is an enactment of IQ principles therefore our analysis will examine how these are (or not) successful within program content and design. Finally, we will close with our lessons learned, and what this “Southern” institution has had to change to be able to serve Nunavummiut.


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