NUNA. TARIUQ. SILA.

Right now there are discussions about the Nunavut land use plan. It is a critical discussion on how we see our relationship with the land. The recent report released by Minister’s Special Representative, Mary Simon called “A new Shared Arctic Leadership Model” challenged the federal government to re-imagine conservation through Indigenous Protected Areas. We are at a defining time with our relationship with our environment.

For millennia, Inuit have had a spiritual and close connection with nuna (land), tariuq (sea) and sila (a complex word often simplified to weather force or sky); a relationship of reciprocity and reverence.  On the day Nunavut was created, a ceremony was held where three respected elders gave three pieces of paper to three youth, each containing a principle; to protect the land, sea and sky. These elders were told that Nunavut would operate on those core Inuit principles from then on. But since then, all three elders have expressed disappointment and a feeling of betrayal that the leaders of Nunavut have not kept these promises.

Respected Elder late Aupilaarjuk was one of those three elders, and he stated “… In order to survive from the land, you have to protect it. The land is so important for us to survive and live on; that’s why we treat it as part of ourselves” (Uqalurait, p. 118).

The individual and collective Inuit relationship with the land started to change with Canada’s attempt to assimilate the Eskimo and colonize the lands and waters they depend on for life. A generation of young children were taken away to distant lands or sent to federal day schools and immersed in a foreign educational regimen that chipped away at the close bonds to family, community, nuna, tariuq and sila.  Efforts were made at stripping away their mother tongue, with the message was that learning and adopting the qallunaat way of living would lead to a good future. Further actions have been taken so as to extract Inuit from the land and to create greater dependence on outside sources. Dogs, which were means for livelihood, were slaughtered. Employment in municipal services or in the mining industry were encouraged as the path to economic prosperity for the modern Inuk. These ideas still largely remain today.

Through the Nunavut Land Claim Agreement (NLCA), Inuit have jurisdiction over 18% of the Nunavut settlement area. The remainder legally became Canada’s to manage, with clauses ceding ultimate responsibility and authority to the state.  A number of Designated Inuit Organizations were established to oversee various regulatory regimes, with Federal, Territorial and Inuit partners each appointing directors to the commissions, panels, tribunals, committees and boards.  Without a devolution agreement in place between the Federal Government and the Government of Nunavut, the Crown maintains a significant controlling stake of “lands belonging to her majesty”, as well as an active hand in the small parcels of lands under shared management regimes.

All land management regimes in the territory mirror the directives of the Federal government, including oversight of exploration and mining. Once exploration is permitted, those with permits then have a right to develop the land for its potential.  This process leaves very little room for ‘free, prior, informed consent’ to a project  as required by The United Nations Declaration on the Rights of Indigenous Peoples.

There are also looming articles that can limit Inuit access to lands. One such Article is 5.7.17 that speaks of lands not subject to right of access for Inuit.  Potentially this list of lands could become inaccessible to Inuit for “military” or ”financial” reasons. This gives broad, unilateral decision-making authority to the Federal government.

In the preamble of the NLCA it states it has the following objectives:

  • “provide certainty and clarity of rights to ownership and use of lands and resources, and of rights for Inuit to participate in decision-making concerning use, management and conservation of land, water and resources, including offshore;
  • provide Inuit with wildlife harvesting rights and rights to participate in decision making concerning wildlife harvesting;
  • to provide Inuit with financial compensation and means of participating in economic opportunities;
  • to encourage self-reliance and cultural and social well-being of Inuit.”

Further, Article 17 of the claim states: “The primary purpose of Inuit Owned Lands shall be to provide Inuit with rights in land that promote economic self-sufficiency of Inuit through time, in a manner consistent with Inuit social and cultural needs and aspirations.”  This article goes on to describe areas including areas of value for wildlife harvesting, areas of significant biological diversity or of value for conservation purposes, areas of value for sport camps or other tourist opportunities as well as areas of commercial and mineral potential, including areas of value for operations of development of non-renewable resources. Lands were picked to have more control over lands, especially control over those that have mineral potential so that Inuit would have more say over what happens to the lands including protection for wildlife and an important areas.

It is clear the NLCA is about balancing interests. It allows for and supports extractive industries, but also seeks to protect and maintain cultural and social integrity of Inuit and the right to use of lands for harvesting, conservation and renewable resource economies.

There is a push and pull between our historic and contemporary relationship with the land, a product of our struggle with internalized colonialism and the policies and practices of the various moving parts of the system. Have we adopted ideas of dominion over land and decided that land should be owned and exploited?

Traditionally, Inuit would identify as belonging to a particular area i.e. Aivilingmiut, Natsilirmiut, Uqqurmiut meaning ‘of that’ region.  More recently, much of the discourse involves implied ownership over particular areas i.e. Nunavut. What happened to Inuit values, of being part of the land, and the refrain that what we do to the land we do to ourselves?  Have core Inuit ideologies changed from belonging to the land, to the land belonging to people, consequently corporations and governments?

Recently, the draft Nunavut Land Use plan was released. It proposes a 15% of lands in Nunavut be designated protected areas, 4% special management areas, and 81% as mixed, and be open to mining.

Last month Inuit organizations in Nunavut  issued responses arguing there are too many proposed protected areas in the draft plan, as it stands, stating this will interfere with exploitation of minerals. They further state it is “not compatible with Inuit goals and objectives” and “in most cases, subsurface Inuit owned lands were selected to support the exercise of mineral rights. Nunavut Tunngavik Inc. is of the view that, as a rule, the proposed NPC designations should not detract from the development of mineral rights on subsurface IOLs.”

Based on the decisions and statements being made by Inuit organizations today, it makes it appear as though there is direction coming from the community and region that their priority is with extractive industries and non-renewable economic development activities, when in fact it may not be so. That the conservation, preservation and use of nuna, tariuq and sila for harvesting or other renewable economic development purposes are dismissed as minimal consideration.  Attempts to find a suitable balance have been found by our governing institutions too restrictive and pose a threat to economic development.

Despite expressions of concern from individuals and local groups, it seems our Inuit organizations are walking further away from Inuit cultural values and cementing the colonial values in our lives. In many ways, mining has become a significant part of the Territorial government’s agenda. This is evident through the criticism by territorial government on the federal governments ban on oil exploration. Those with community input obligations or opportunity such as Hunters and Trappers organizations and municipalities do not have the resources for policy or legal capacity to engage fully.

Our Inuit organizations’ interpretation of the NLCA is disappointing and strays from the original intent of protecting cultural rights. Surely Inuit expected – and continue to expect – greater economic prosperity, but certainly not at the cost of our deep rooted connection with nuna and sila.  Clearly, as stated in the agreement, areas of value for renewable resource reasons, for harvesting and conservation of the land are expressly recognized for their value and form an integral part of the legal agreement between Inuit and the Crown.

If we were to protect a mere 15% of our land, one can ask if the dream of Nunavut was intended to amount to this.  Given climate change and other internal and external pressures, can the generations to come after us afford such an approach to mineral development to such an extensive land mass? Is there a lower threshold of conservation in any other Indigenous or Canadian jurisdiction in Canada?

When Inuit communities and leaders promote and pursue mining at all costs, it reflects on all of us. Prioritizing short term economic gain assumes the land is only for this current generation.

Not only is this approach straying dangerously further from Inuit values, it also discredits Inuit on issues of climate change and environmental stewardship. How can we be taken seriously on Arctic environment policy when we promote mining free-for-all? How can we, on one hand, say we want to damage the environment, and on the other hand ask for help to deal with the affects of climate change? It does not jive.

Inuit have gone through rapid change and have faced massive disruption in their lives. In fifty years Inuit have gone from being completely self-sufficient, proud people to largely being wards of the state. From a people intimately concerned for the health of the land, waters and all life dependent on it and seeking to support a balance in nature – to a society seemingly seeking economic prosperity by exploiting lands above all else.

We have many men in jail and many, many of our young people taking their lives by their own hands. We have seen that continuing to divert away from Inuit values damages our people’s self-confidence and sense of self-worth.  Fast money and short term jobs only compound the many social ills affecting our communities and serve to further sever Inuit from our cultural values. It simply is not sustainable on all fronts.

These are symptoms of acculturation, being stripped of culture and identity. The answer to deal with acculturation is re-culturation, re-vitalization of Inuit values. Not to propose to further drift away. Rather than accepting mining as our sole economic saviour, we must encourage and support further development of economies that start from the basis of the stewardship of nuna and sila.  Some examples are fisheries, seal skin market, and cultural industry. These do not need to be massive unsustainable endeavours.

Who of us have not felt the healing power of the land? Felt nourished to the soul by hunted meat? The draw to center as we breathe and take in the air and sounds of our beautiful land? As an Elder stated in an interview “Nuna is lovingly nurturing to me if I am loving to it. If I look after it well, I will inevitably become a loving person” (K. Williamson, p.48)

We must be responsible when making decisions about nuna and sila. It is imperative. Any look at recent and historic non-renewable resource rushes demonstrate the risks and dangers of destruction of lands, wildlife, and a way of life.

“From our ancestors we were always told to respect the land… because if you do that, the land will give you abundant wildlife. What you do to the land, the land will do to you.” Mariano Aupilaarjuk (Uqalurait, p. 119).

It is our children and their children that will have to contend with our legacy.

Summary of proposed changes (Bill 37) to the Education Act and Inuit Language Protection Act

The document linked here presents a summary of key proposed changes to the Education Act (2008) and the Inuit Language Protection Act.  It is, by no means, a fully detailed summary of all changes proposed in Bill 37, but does try to present a glimpse of key changes being proposed.

For a more detailed list of proposed changes, please refer to Bill 37 or a track changes version of proposed amendments from existing Education Act to Bill 37.

Read summary here: Bill 37 Overview of proposed changes

Sample letter to Standing Committee regarding Bill 37

Qanak has received a sample letter to the Standing Committee on Legislation regarding Bill 37.

The Standing Committee is requesting public input by Friday, April 21.  Public input can be in the form of a letter.  You are encouraged to share your views and opinions by submitting formal feedback.

If you are not sure where to start or what to include in your letter, you can take a look at this sample letter for ideas.  Note that you do not need to include graphs, images or complicated language.  This is just a sample.

Other sample letters will be shared today.

Linked here is an English copy and Inuktut copy of a submission shared with us by a Nunavummiut.

April 21 Submission to SCLegislation Bill 37 inuktitut

April 21 Submission to SCLegislation Bill 37

Feel free to use and modify the linked letter as a starting point for your submission.  If you share the views of the author of this document and have nothing to remove, add or change, feel free to add your name/address at the top of the document and to include your name at the end and send to submissions@assembly.nu.ca

2017-04 sample letter opposing bill 37-final

Bill 37 – Details of Proposed Changes to Nunavut Education Act

Bill 37 contains proposed amendments to Nunavut’s Education Act. It is important that the public is aware of exactly what these changes are and what they mean for their children’s education.

To help those who are interested more easily read the details of what changes are being proposed, we have created a “tracked changes” document by comparing the full texts of the existing Education Act against the full text of the proposed new version. Please note that this is not official material created or distributed by the Government of Nunavut. It is simply an additional tool to help fellow citizens learn more about proposed changes to our education system. If there are sections of particular interest or concern to you, we encourage you to refer to the GN’s published documents.

Click this link to view the PDF with tracked changes in yellow:

Bill 37 Education Act – Track Changes.pdf

Celebrating Human Rights in Nunavut

The Qanak Collective would like to acknowledge and commend the Members of the Legislative Assembly of Nunavut for their recent decision to strengthen protections for the human rights of our LGBTQ2+ communities.  We see this added protection for transgender people as a positive action, that will ensure the protection of those working towards a more inclusive society. The fact that this amendment was passed unanimously is especially heartening.

Additionally, we are grateful for the positive messages that we see at Inuksuk High School in Iqaluit. Their positivity and leadership is inspiring and we would like to thank them for this.  This newly introduced legislation is an excellent example of what youth leadership can do, and why it should be fostered.

For generations, Inuit have been told in many ways that we are inferior.   Inuit before us were stripped of their basic human rights.   As a result, our society shows volatility, and some are quick to judge and continue stigmatic behaviours.

Despite these injustices, we still managed to safeguard many Inuit values and try to practice them today.   Those who are leaders in self-determination inspire us, and in particular those who come from smaller communities who stand up and fight to be heard, and to have their values and knowledge respected.

Grounded in this understanding of the importance of advocacy here in the North, it is important to celebrate the strengthening of human rights in Nunavut.  We want Nunavut to be known as welcoming to all kinds of different people, including those who are gay or transgendered. During the process of colonization, extreme shame was put on people with different kinds of sexuality, gender identity and family structures.  We know that many people have had negative experiences, and question whether prevalence of the suicides is partly as a result of this hate. We want you to know that there are also many of us who love and accept you for who you are, and regardless of who you love.

Ultimately, we want healthy and safe communities who support people in determining their own paths.  We want healthy youth, no matter how they identify.   We believe in healthy families, no matter what they look like. Today, we celebrate this decision to make our society a more loving and welcoming place for all.

 

 

Qanak is a project on Tides Canada. Visit this page to learn more about us.

Qanak Open Letter to the Nunavut Arctic College – Part II

Nunavut Arctic College’s apology on January 17th, 2017 demonstrates the recognition of the shortcomings of a recent decision to cancel the Inuit Studies Program. The apology and future commitments as part of the apology are commendable.
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Despite the apology, the action has brought into focus more questions about our education system. On the top of the list is why the number of students actually passing courses and graduating from the College is low? Nunavut Department of Education officials stated that 247 students graduated in 2016 (CBC, November 22, 2016). This is a graduation rate of 35 per cent, with 50 per cent dropping out before even considering graduation.
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How can we explain this?
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For politicians in the 2013 Nunavut election, education was the top issue and it is related to nearly every major policy issue in the territory, from implementing Article 23 of the Nunavut Land Claims Agreement (NLCA) to Inuktitut language retention, economic development, even health, including mental health outcomes. Education remains a contentious issue for Inuit for two reasons:
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First, since the mid 20th Century, colonial forces used the education system as a blunt instrument of assimilation in the territory. Inuit still endure a lack of governmental commitment to cultural revitalization due to former policies of cultural eradication. Cultural revitalization is required for our students to succeed in life and break the harmful assimilatory trend. Education is a very emotional subject for Inuit for this reason and many are uncomfortable even speaking about it.
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Second, quality education improves the quality of the labour market, whether it’s those entering the public service, or pursuing business opportunities. The promises of the NLCA and the federal government have not materialized for Inuit regarding education, despite the outward appearances of a two decade ongoing relationship. Inuit continue to be underemployed, and often simply unemployed. Non-Inuit with southern educations still largely control our destinies to a great extent and this leads to resentment.
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When will we overcome these issues and realize the full potential of Inuit education?
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When the Education Act of Nunavut was reviewed last year, three major issues were highlighted:
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  • Social promotion was flagged: the advancement of students whether or not they have fulfilled the academic requirements to continue. This issue has been in public discourse for some time. Although the department of education has been asked for years, the department has yet to answer the question of what happens when students reach the end of grade 12 and are still years away from acquiring academic skills necessary for higher learning.
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  • The special committee’s desire to take away the power and authority of local education authorities, with a recommendation to centralize power to the department of education on key areas that are currently held by education authorities. Basically this would strip control of education away from the communities as envisioned by the creation of Nunavut, and given to the government. The power dynamic is completely shifted and Inuit are once again being asked to entrust our children to a system that is not accountable to us.
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  • A seeming lack of focus on or interest on making Inuit language a priority.
We have a palpable desire for communities to have control of the administration of education, for the education to be relevant to our culture and to adequately train Inuit to have control of our lives and of our future.
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It is unclear if Nunavut Arctic College is a source of the broader problem or a symptom. What is clear, however, is the impact of the primary and secondary education system to deliver programs and run programs effectively in post-secondary education.
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Many post-secondary education institutions now run entry programs for Indigenous or traditionally marginalized students. These programs like “Spanning the Gaps” at Ryerson, for instance, make up for the poor quality of education that seems endemic in our communities at the primary and secondary levels. This is just one simple proposal to increase support for students to help prepare them for post-secondary.
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These “gap” programmes must coincide with broader structural changes. It is critical to address failings in earlier levels of education. The secrecy with which the government manages education must change so Inuit are aware of the scope of the challenges. If low success rates are affecting programs, as Arctic College claims, why is this not in the open or public? Why must students wake up to news their studies have been cancelled without warning? Why is there not the planning to address the issue before is escalates to such embarrassment and harm?
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We believe that students must take responsibility for their education. Yet this issue, and the broader context, reveals to us that there is a lack of faith in our students. It is a cold approach, and reminiscent of the colonial legacy Inuit work hard to overcome. Nunavut does not set high standards in our school system and neglects to meet even mediocre standards because there is an underlying belief that our students are unable to meet them.
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Inuit students in an Inuit programme in Inuit homelands should be thriving. The health of this particular program is an indicator of the health of the Government of Nunavut and of Arctic College. There are many Inuit with undergraduate and master’s degrees in education. There are many passionate and caring Inuit parents. Perhaps we should be examining more closely why we are failing to put control of the education system into Inuit hands.

Qanak Open Letter to the Nunavut Arctic College – Part 1

We would like to thank Geela Kango for having the strength and courage to speak-out about the recent Nunavut Arctic College decision to cancel the Inuit Studies Program, and how poorly it is being carried out. We understand that decision to cancel this important program was made weeks ago, but no notice was given to students. To allow the students to find out through unofficial sources was heartbreakingly insensitive. Evicting students residing in the college units with one-week notice may be legal but it is not fair or reasonable.

Education is the fire that will lead Nunavut to a brighter future. In a domain where the flame should brightest and most tenderly cultivated, this decision causes havoc. While “just” six students are directly affected, this decision puts a chill on everyone currently studying or considering studying or working at the College. Why should anyone commit to leaving their community or housing or job for higher education if the College will render their sacrifices pointless, apparently on a whim? The method in which this decision was carried out also raises many questions, including the following:

  • When was the decision to cancel the program made?
  • Why did no one within Arctic College think to notify students promptly and directly?
  • After such a glaring oversight why did the College think one week’s notice was sufficient for the students to vacate their units and make alternate arrangements?
  • What happens to the Instructor(s) of the program? When were they given notice?
  • What criteria does Arctic College use to determine that a course or program is no longer sustainable or worthwhile?
  • Who made the recommendation to cancel the program and who approved it?
  • Why did the college decide to not allow the students to complete the school year?
  • What were the pros and cons of cancelling it now versus the end of the year?
  • What are the enrollment numbers and graduation rates of other NAC programs? Were these programs also reviewed?
  • Has the College considered why this program has such low enrollment or low success rates? Did the college consider actions to take to improve enrollment and success, other than program cancellation?
  • Will the College cancel other classes with comparable low-rates of success?
  • What is the College doing to ensure current students have the support they need to succeed?
  • Does the recently announced $29.54 million investment in infrastructure at Nunavut Arctic College include a proactive plan to ensure students in new programs
    have the support they need to complete their studies?

While the decision to cancel the program in mid-year may appear to be fiscally responsible in the short-term, it should not come at the cost of putting students and their families’ lives into upheaval and distress. It is not too late to correct the crisis created by the college. We recommend the Board of Governors immediately meet to overturn the decision to cancel the program, apologize to the students for how poorly they were treated, and assist them in resettling and resuming their studies.

We also recommend that Arctic College develop a strategy to address core issues contributing to the failure of the Inuit Studies Program. There is evidence that many people have a desire to learn about Inuit history as seen by resolutions passed by Inuit youth groups time after time, and by the ever-increasing enrollment into the Nunavut Sivuniksavut program.

We believe Nunavut Arctic College could and should be a leading centre of Inuit knowledge, learning and leadership development in Canada. This situation raises many questions about the immediate situation, but also about systemic barriers within the education system, both in the K-12 system as well as at the College. Due to the urgent housing situation for the students, we wanted to publish part one of this open letter immediately. Part two will follow with broader questions around systemic barriers.

It is encouraging to hear some students are planning to appeal the decision. We hope that all the affected students will appeal the decision and refuse to leave their residence. We support you.

Ilinniarnirmut kajutsiaqujuminaqqusi.

Qanak Collective
qanak.com/about-us/
info@qanak.com

2015 Nikurrangajut Election Debate

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federal candidates debate

Laakkuluk and Alethea introducing and moderating the discussion.

Today Qanak put on a special edition of the Nikurrangajut lunch and learn series, with an all-candidates debate in Iqaluit at the Elders’ Qammaq. For the past year, we have been talking about improving educational outcomes, preserving Inuktut, preventing suicide, exploring housing options and improving accountability. Today we had a full house where community members were able to meet the candidates, learn about them, and can ask how they and their party will represent us. Federal candidates Leona Aglukkaq (Conservatives), Jack Anawak (NDP) and Hunter Tootoo (Liberal).