Nurturing Inuit Education Leadership in Nunatsiavut

Abstract

This case study of Inuit teachers, in the Inuit-governed region of Nunatsiavut, is part of a larger research project across Inuit Nunangat examining the preparation, resiliency, and experiences of teachers working in K-12 education. In the past, Inuit who worked in schools were teachers of Inuktitut (Inuit language) or Ilusivut (Inuit crafts and life skills). Now, many Inuit educators are certified teachers who work at all grade levels to infuse Inuit knowledge and pedagogies in Nunatsiavut area schools. In collaboratively exploring the professional lives of teachers, the co-authors examine educators’ dedication to these efforts. Regardless of their position within Newfoundland and Labrador (NL) schools under the Department of Education, these educators are de facto educational and cultural leaders, guiding the next generation with a profound commitment to celebrating and preserving Inuit cultural identity. They engage in self-directed and collaborative professional learning that builds their knowledge and skills in promoting Inuit education. Encouraging a more holistic, practical and meaningful way of teaching that connects to Inuit ways of knowing and being rather than the rigidity of the colonial systems in which they were educated is at the core of these teachers' beliefs. This also includes understanding the existing structures and ways in which they can modify curriculum and how it is delivered to better fit the needs of the students to be more engaging, relevant, and meaningful. The writing style of the article privileges the voices of Inuit educators and highlights the Inuit co-authors as education leaders in the region