Strong Families
In the old days, namesake was meant to remember the
relatives who were no longer with them and reinforced the
family kinship by not forgetting the ones who have passed on.
Families begin soon after couples get married and grow when
they start to have children. When their immediate brothers
and sisters also get married, their children become cousins
and may grow very quickly. This why names play such a big
part in Inuit culture, as it automatically points out who are
relatives, as one can tell by their names which family tree
they belong to. But today, now that people are called by their
Christian names only, it is hard to tell which family tree people
belong to, or whom they are named after.
Friendship is greatly valued, and to show their friendship,
friends often gave each other by their nickname or refer to
each other as my "hunting buddy" or my "camping buddy"
and so on. This kind of friendship is very useful, as it creates
more support outside your immediate family circle. Good
friends help each other in need, which can create a bond,
which may last one's lifetime.
Another form of love is called hard love; this is when parents
really love their children deeply, but seemingly treat them
quite harshly or very strict parenting. Thinking that they are
not always going to be around, or not be able to be there all
the time to help, try to prepare them for the future. Where
they will be able to handle any kind of situation that may
come their way, and they are just trying to prepare them to
survive in case they happen to go through extremely hard
times. Though they may appear not to show much
compassion, and can be quite harsh, they will always let them
know, that they love them and try to always make them
understand why they are being treated differently then the
other children, as it is always possible to have to face hard
times, as that is the way it is.
Lessons are taught by first teaching children about most
obvious things and assigned to do some simple task at first.
Always allowing the children to experience on their own
certain things that are not too dangerous. And when mistakes
are made, let them try to solve it on their own a couple of
times before going to their aid. As they get older and more
able, the lessons start to be about more difficult situations,
and about things they have never faced before. Some
situation may never come up, but in case they have to face
them, must be at least knowledgeable, just in case they
actually encounter them. It is always very difficult to teach
anyone about this they have not encountered. So no one can
really know how he or she will react under pressure, or how
the difficult situation will affect him or her, when they run into
it.
If a child is not shown respect or trust, the outcome may not
be good. One's own obedience may influence one's
performance under difficult situations, whether one is able to
respond sharply to an unusual situation. A child's vision must
Page 8
consist of all the possibilities and that includes certain perils
of life. Child rearing should not only be about mind
development, but also consist of life lessons in being a
human being. Always emphasize the good practices that
strengthen relationships and those concepts that help us
know where we are going in life. What you need to learn
about must include the good things and the bad things, as
you cannot get rid of all bad or all the good.
Abiding by the principles that support good strong families, is
the key to survival and having solid relationships.
as told by Angalik (867) 857-3070
E-mail C/O mkalluak@gov.nu.ca
Family Strength
Those of us who witnessed homes as pamiqsaivviks,
(rearing training centres) know how much love and attention
was given to children. Of course there was always a balance
of love and discipline, and never a bias of one or the other.
Biased love without discipline has it's own resluts. In the
same way discipline without love can bring negative
outcomes.
Kinship
Brothers and sisters must always stick together, especially if
one the parents were to die, or when the family is going
through difficult times. They are encouraged to stay together
for a while, until they are satisfied things are okay again and
to always keep in touch. Inuit Elders say the connection
between family members is the strongest tie there is, and you
can always depend on your kin. No disputes or arguments
must separate the bond you have with your kin. Always be
aware that children often start to fight and mistreat each
other, so avoid taking sides, let children work it out, unless
one of them is causing bodily harm. If one of the parents gets
upset and wants to defend their child, this situation is not
acceptable. All family members must support each other, so
all disputes must be resolved, and once resolved, not bring it
up again. The parents, to make sure trouble did not start up
due to gossiping or envy, and outsiders marrying into the
family are briefed about how things are handled and by
whom. Each family member had to treat and except new
members like a brother or a sister.
By Rhoda Karetak (867) 857-3072
E-mail C/O mkalluak@gov.nu.ca
Education Nunavut
Cirriculum &
School Services Division
Government of Nunavut
Ph: (867)-857-3086 Fax: (867)-857-3090
Web Site: http://www.ecss.nu.ca
SIVUNIRMUT
ILINNIARNIQ
Curriculum & School Services Newsletter, Issue 2, Fall 2002
Elders’ Advisory Committee Updates
The Department of Education in Arviat has been working
very closely with four of our respected in-house Elders.
Together with the Department, our Elders have embarked
on the important task of rewriting curriculum materials so
that they reflect Inuit Qaujimajatuqangit. The Elders often
act as consultants working towards the goals of the Bathurst
Mandate and interpreting the spirit of the Bathurst Mandate
from an Elders point of view. Their experience and
knowledge is in high demand. It continues to be not only
valued, but also crucial as we are beginning to see this
collective wisdom reflected in our curriculum revisions. They
are regularly involved in gatherings with Elders from the
other regions and communities in Nunavut. These are called
Elders Advisory meetings. The Elders provide input into all
kinds of work going on in the department, helping to
This Issue: Our Illustrations are from the Fifth Thule Expedition unless otherwise noted.
determine curriculum content and to shape the educational
approach.
Helping Kids Succeed
While the current educational system is foreign to traditional National Family Week (October 7-13th) was a time to
focus on the strength of the family. Research shows that the
Inuit ways, we believe that it can be informed through the
largest impact on the success of children throughout their
addition of traditional Inuit knowledge, wisdom and
lives comes from their family. Inuit have always understood
worldview, thus providing a balanced education for students
the importance of family and kinship. For generations Inuit
K to 12, enabling them to access the 'best of both worlds'. society has been sustained by the strength of these
We see the Elders Advisory as key to this process. To date relationships. It is important for parents and grandparents to
we have had three such meetings. The first Elders Advisory take time to consider how their families operate and how
to become even more supportive of each other.
meeting, held in Arviat on September 26, 2000, was to start
... continued on page 08 Addressing each other
by relationship terms
In this Issue: Addressing each other in relationship terms is a form of
keeping the strength in the family, it is also a sign of respect
Elders Advisory Committee Updates .... pp 1 & 2 for each other. Addressing a kinsman by name is a label
Inuit Qaujimajatuganqit School ........ pp 3 of disrespect.
Curriculum Strategy Updates ..... pp 4 & 5
Multiple Options for
Secondary School Students pp 5 Copies of
Helping Kids Succeed ............. pp 6 SIVUNIRMUT ILINNIARNIQ
Developing Strong Families.......... pp 7 are available in Inuktitut, Inuinnaqtun
Strong Families pp 8 and French upon request.
Please call: (867) 857-3086
Designed and printed by the Media Staff of
C&SS Division, Education Nunavut
Page 1
Elders’ Advisory Committee Updates...
Continued from page one
the discussion about the meaning of Inuit Qaujimajatuqangit and to develop and determine strategies and direction for the
Developing Strong Families
Elders Advisory Committee. The second meeting, held in Rankin Inlet in December 6, 2001, concentrated on the things that In order any family to strong, it is important to have good
have held our culture together throughout history and as we leaped into the 21st century. The thing that we all recognized was communication amongst each other, cause once people stop
communicating regularly, they tend to start separating and no
that storytelling and many culturally relevant practices suddenly stopped with the onset of the formal education system. We
longer try to stay in touch. We have large families now and
reflected on how it is affecting our society. It became evident to us then that it was imperative that we pay urgent attention to have new technologies, which can help us communicate with
what our remaining Elders had to share. At our third meeting, held in Rankin Inlet on April 21, 2002, we followed up on issues each other, even if it is to just ask what they are up to, or
that were raised at the two previous meetings. It was very interesting and moving to hear the songs and stories being even to just ask how they are doing. By always letting each
interpreted by Elders as they pointed out the hidden meanings in Inuit songs and stories. other know how much you love them or care about your
brothers and sisters, will show the children an example of
how to behave. Throughout history, we all know children
At some of the meetings, a community celebration component is incorporated with a traditional feast, games and drum
often start to fight, or argue and when children are fighting,
dancing. Youth or young adults from the schools or adult education programs are invited as delegates. This component was some parents will unconditionally defend or take their
first added at the request of the Elders. The younger participants are made to feel welcome and are encouraged to share their children's side, whether they started the fight or not. Elders
realities with the Elders. We try to facilitate these meetings and will continue to observe and document the Elders' process, consider this, to not be good for the child, as he or she will
while assisting them and acting as a bridge between the two cultures. It is a different kind of translation and interpretation. It never realize the wrong they are creating, which means they
goes beyond words and ideas to concepts and realities, which may not have an expression in either target language. However, will not have a chance to create empathy for others. This
situation will get worse as they grow older, and when
it does ground the participants in the spirit of Inuit Qaujimajatuqangit. The demand for this kind of communication has increased
someone tries to tell them something useful or helpful, they
dramatically with the success of this model. will only think that they are being mistreated, or trying to hurt
them. Sooner or later their own parents will no longer be able
Currently, government has become more aware of the need to adapt to the culture, language, history and worldview of the to help them anymore and may end with a difficult life.
people it serves, always keeping in mind the lofty goals or the Bathurst Mandate.
Next Elders' Advisory Meeting
Iqaluit December 9-13th.
Reports from previous meetings are available from:
Joe Karetak. (867) 857-3052 jkaretak@gov.nu.ca
The model of
Elders Advisory Committee
Parents tell their children not to steal, be untruthful, or to
that the department has developed embodies the following: listen to their parents without talking back, because they are
looking out for their own good. When children are told at an
Elders as full partners with the leadership role in Inuit Qaujimajatuqangit; early age, about being good and always encouraged to
practice it throughout their lives, will be able to sense how
A welcoming and full acknowledgement of Elders' authority as educators and mentors; people are feeling. Inuit people also have expressions of love
for each child, which is unique. As soon as the child hears it,
they know they are loved and this love grows stronger every
An openness to acknowledge the disruption caused in their lives when their role was replaced by time they are called by their enchanted name.
government authorities in the previous colonial system;
And when the children's grandparents are still around, the
A positive inquiry into the gap between Elders and young adults; parents should tell their children to go visit their grandparent
and often, as helping out elders will teach kids how to do things
A full support system of administration, communications and multimedia to assist their and in turn help out with the chores. Mothers contribute a lot
consensus building and goal setting.
to their children these things, but a grandmother will also be
able to tell their grandchild greater knowledge and often have
more patience. Parents may think the grandparents are just
Page 2
spoiling their kids, but must tolerate and have patience and
allow children to be children.
Always share your food supply consistently with your family
members and to your friends. This way, you can always
count on your friends or family members to return help, when
you are in need. If you do share with those in need, you are
setting yourself up for difficult situations where you will not be
able to ask for help, because you kept refusing to help when
someone asked for help. Other things that will complicate
your life are things like fooling around with other people's
spouses and spreading gossip. Do not misuse your
friendship or family ties, as this is considered to be very bad,
and will lead to great difficulties in your life. It is good to
always try and take good care of your own stuff, so when you
need to borrow from someone, they will let you, knowing you
will take good care of their stuff. True friends will tell you
things, which may be difficult to hear, but only because they
care about you and are trying to help you, as good advice is
something you can use and take with you throughout the rest
of your life.
By Donald Uluadluak. (867) 857-3073
E-mail C/O: mkalluak@gov.nu.ca
It Makes You Hurt
Children everywhere grow up with selfishness and tendency
to throw objects or bite others in their squabbles, the popular
corrective measure for this behaviour from a parents was a
gentle touch to the child's forehead with a stone or a gentle
bite on the arm while explaining the pain it inflicts. This
was used to make the child aware of others.
Physical Development
There were also facinating baby physical
excercises shared by the family by holding the
babies hands and gently pulling back and forth
than shifting to over and under each hand as they
say:
is, is, is
Gkh4bs/3lQ4 Wa5bs/3lQ[l boQ4H
w7jb, e9lb, w7jb e9lb
GrS4bs/3lQ4 dMstgCs5b3lQ4 boQ4H
Niu, niu, niu
(gently pulling arms back and forth)
Immuta qilluta, immuta qilluta
(shift to over and under each hand)
Sg/, Sg/, Sg/ x[Zqi4 xsMh6nwi6,
Sg/3lQ5
Putuja, putuja, putuja
Finger exercise, by folding and stretching
Page 7
 Helping Kids Succeed Inuit Qaujimajatuganqit Schools The development of IQ schools involves extensive
When families spent a lot of time together and consultation with DEAs, educators, parents and students
lived closely together on the land, about IQ education. It requires collaboration with Inuit
Elders, Inuit organizations, and the Department of Culture,
it was easier to know and support each other well. Language, Elders and Youth to translate the core IQ values
Now children spend a lot of time in school, and beliefs into working models for school improvement.
with friends or at activities Each community will have a vision for how they want to
that don't involve their parents. educate their children. The Department of Education can
Here are some ways that as parents and grandparents support the community in designing a school that will
meet the needs of their children. Education is a process
we can make sure we remain supportive and involved in the lives of our children. and requires the active and on-going involvement of
community Elders and members to ensure that IQ lives in
all our schools.
Aullaajaaqtut
Wellness Plans are identified as a goal in the Bathurst
Mandate for each Nunavut community to identifying Uqausiliriniq
strengths, gaps and needs. Aullaajaaqtut is a curriculum is the area of curriculum that addresses
strand that focuses on wellness, planning and development, the goals in the Bathurst Mandate
both on a personal level and at the community level. In order that state that Inuktitut, in all its forms,
to develop and maintain wellness in a community, Elders is the working language of the Government of Nunavut
bring the perspective of adapting to change and wisdom for and that fluently functional bilingualism
future planning. Elders have been taught right from the is a goal of the educational system.
beginning that to live in harmony was essential to their
survival. The strengths of the camp life came To be able to use Inuktitut, in all its forms,
from the most successful hunters of the camp, and you need a strong oral language base in Inuktitut.
the most knowledgeable person, which was usually an Elder. Elders are really our only sources
"For many years now, I have counseled people with with strong oral Inuktitut vocabulary.
Children were also expected to be children.
emotional problems, including individuals with For example,
Children feel secure when they know they are loved. They were loved and encouraged to play and explore.
Children need to develop their perceptions of the world through play. relationship problems, former criminals and suicidal when the Elders are instructing
Tell them and show your love for them often.
They should not be overburdened with chores. individuals. My work is very confidential. I need help to they use practical objects to teach
Spending time with family is very important.
It builds security, trust and memories. They should not be allowed to sit in front of the TV all day. proceed with this work, and I'd like to know what could the students new vocabulary,
Inuit always spent a lot of time in family activities. They need to interact with their environment and with other people be done. It is hard to work with emotionally disturbed and through telling a story the values are being passed on.
Find time to be together as a family. people. Many are self-inflicted cases…it is dangerous to The most important skills in the past,
leave them alone with no help…we have to use a proper were listening, observing, and imitating and practicing
Good habits are usually formed early and last through life.
technique, which includes welcoming them, and making so children learned to apply
Make expectations known to children.
They need to learn to get up quickly, look at the day and think about what they will be doing. them feel worthy…I need your help and your guidance what they learn through trial and error.
They need to learn to respond quickly and show respect and kindness to others, including animals. on where we can take these kinds of counseling
They need to be busy, eat well, exercise and be outside a lot. methods. We need to implement the Inuit counseling and
That way they will be strong, prepared and fit for the future. healing practices with Inuit approaches, and these
approaches can be the answers to solving these
Children also feel secure when they have routines and know what to expect.
problems. " (Mariano Aupilarjuk, June, 2002) Iqqaqqaukaringniq
Inuit operated around seasons, weather and what needed to be done.
... is a study of being aware of the universe;
By understanding these events and participating in them, children develop confidence
and a sense of place and belonging. Establish routines that your family can rely on. Another focus of Aulaajaaqtut is on leadership and not just reacting to a situation,
This may be a regular getting up time or bedtime, citizenship development. Elders with expertise have great but thinking about a response to a situation.
going out on the land together on Sunday afternoons, a story-time etc. knowledge and wisdom on how Inuit governed themselves in It involves exploration, analysis and meaning making
Children also need to contribute and participate. the past, for centuries before the European way of governing based on how Inuit approach problems,
Children traditionally had chores from very early ages was ever introduced how they react to a situation, reflect upon the problem and
based on how they might have been capable to help. then act to improve their life situation.
Encourage your children to share the roles in the family "In the old days a leader was someone who followed
by taking on chores they are capable of handling. the Inuit law, didn't lie, lived a good life, respected and "…you can reflect and gain wisdom, and that's what you
Good nutrition is very important to a good life. cared for other people. This person had full respect have at the end - wisdom; don't dwell on problem, but
Inuit always ate what the land provided. Country food is very good. from other members of the community. When we talk start to think of solutions; Inuit are taught to resolve it,
Children should be encouraged to eat it and to eat the variety of food available. about these people we spoke of them with fear and with just try to fix it; if you have attitude it can't be fixed,
Store bought food is generally not as nutritious. reverence, meaning you would listen to that person. It won't get anywhere; need to train yourself to look for
Poor eating habits contribute to hearing loss, learning problems, does not mean you fear harm from that person. . " solutions." (Rhoda Karetak, March, 2002)
the need for eyeglasses, and sickness in children. (Louis Angalik, March, 2002)
Page 6 Page 3
 Pijitsirarniq
the concept of serving is central to the style of
leadership and is the measure of the maturity and
wisdom of an Inuk. Key here is the understanding
that each person has a contribution to make and is
a valued contributor to his/her community. Students
will be expected to demonstrate this kind of
leadership and commitment to serving the
common good.
Aajiqatigiingniq
The concept of consensus decision-making relies
on strong communication skills and a strong belief
in shared goals. All students are expected to
become contributing members of their community
and to participate actively in building the strength of
Inuit in Nunavut. Being able to think and act
collaboratively, to assist with the development of
shared understandings, to resolve conflict in
consensus-building ways, and to consult respecting
various perspectives and worldviews, are
expectations that cross all curriculum areas.
Avatimik kamattiarniq
The concept of environmental stewardship
stresses the key relationship Inuit have with their
environment and with the world in which they live.
Students will be expected to articulate respect for
this mutually interdependent relationship and to
demonstrate responsible behaviours that seek to
improve and protect the relationship in ways that
meet global challenges to environmental wellness.
Illustrations by Donald Uluadluak
Pilimmaksarniq
The concept of skills and knowledge acquisition
and capacity building is central to the success of
Inuit in a harsh environment. Building personal
capacity in Inuit ways of knowing and doing are
key expectations for students. Demonstrating
empowerment to lead a successful and productive
life, that is respectful of all, is a powerful end goal
of our educational system.
Qanuqtuurungnarniq
The concept of being resourceful to solve
problems, using innovative and creative use of
resources and demonstrating adaptability and
flexibility in response to a rapidly changing world,
are strengths all our students should develop.
Resourcefulness should be demonstrated in all
learning and also thinking that seeks to improve
the context in which Inuit live.
Piliriqatigiingniq
The concept of developing a collaborative
relationships and working together for a common
purpose. The essential Inuit belief that stresses the
importance of the group over the individual should
pervade all our teaching. Expectations for students
will reflect working for the common good,
collaboration, shared leadership and volunteerism.
Piliqatigiingniq also sets expectations for
supportive behaviour development, strong
Page 4 relationship-building and consensus-building
Multiple Options
Curriculum for Secondary School Students
& School
The Bathurst Mandate states that priority will be given to
"graduate more students from school, college and
universities". Currently, the only way to graduate from
Services
secondary school in Nunavut is to pursue a program based
on Alberta requirements. It is estimated that in the 2000-2001
Update
school year, only about 25% of the students who entered
kindergarten 13 years previously, actually graduated from
grade 12.
Inclusive Education To meet the needs and interests of our students, we must
provide opportunities for a variety of paths to graduation. We
must ensure that the programs we offer consist of knowledge
The Department of Education has several major consultations underway this year. One is on Inclusive Education. Student and skills that are meaningful, relevant and useful to our
Support proposes a model to ensure that students have the supports required to enable schools to be truly inclusive. students, and that the attitudes we promote reflect Inuit
values and beliefs. We must also explore the feasibility of
To assist with this consultation the Student Support Strategic Planning Team, a team made up of: offering programs in a variety of ways, from modularization of
· regional Student Support consultants, courses and field-based experiences, to distance education
· northern experienced Student Support teachers from across the territory, and year-long timetable cycles.
· administrators who are committed to inclusive education, and
· the coordinator of Student Support from the Curriculum and School Services Division of the Department of Education Community input is essential to the design and delivery of
relevant secondary school programming, and to the
The team has met regularly to develop a vision, with principles and goals along with a model of how they see supports offered development of greater community ownership at that level of
in schools. schooling. A community learning network that dissolves
barriers between different programs, organizations and
A discussion paper was written with an accompanying Terms of Reference outlining how the consultation would occur. institutions makes it possible to offer wider access to a variety
Consultation on this paper started last winter, with a meeting with the Executive Directors. Their feedback resulted in changes of relevant learning experiences that accommodate the
being made to the paper. The Student Support teachers in the three regions were also consulted with, as were the lifelong learning of all community members.
Superintendents of Schools. Following those discussions the Deputy Minister requested a full consultation with the principals
and school staff along with discussions with DEAs, parents and key related agencies whose input would be valuable. Bilingualism provides our students with wider options. To
ensure bilingual graduates, students must be provided with
At the 3 fall principal meetings the contents of the paper were shared. The materials that will be used for the fuller consultation opportunities to study a variety of subjects in rigorous,
with school staff and DEAs and parents will be sent to schools. academic Inuktitut. The study of English for a variety of
purposes must also be available.
Another exciting initiative that will begin this year is the introduction of the Nunavut Student Support Certificate program
offered through Memorial University by distance education. The Nunavut Professional Improvement Committee, a joint To discourage the high rate of students leaving our system
committee of the Federation of Nunavut Teachers, the Department of Education and Memorial University have put together a before graduating, we require courses that address wellness
5-course certificate with three core courses and two elective courses. as well as academics, courses that address multiple
intelligences and different learning styles, and emphasize
Much is going on in this area. One of the main areas that we are very proud of is the fact that it is now possible for students collaboration, metacognition, and self-assessment. Students
who are on individual education plans (IEPs) because the regular education curriculum is too challenging for them, can now must be provided with strategies to understand how they are
graduate and receive a Nunavut Graduation Diploma if they complete the graduation requirements for students on IEPS. learning, maturing and developing, and how to cope with
stress and change in their lives. The principles of Inuit
Qaujimajatuqangit must provide the foundation for their other
studies.
Our students must be prepared not only to enter the wage
economy, but also to be life-long learners and positive
contributors to their community and Nunavut. As one student
has commented, "We have to make our own future."
Students need to be equipped to pursue a wide range of post-
graduation pursuits in areas such as fine arts, harvesting, the
professions, environmental stewardship, occupations,
entrepreneurship, care giving, and government. We must
provide them with the options to do so.
Page 5
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