cmd Walton 2011-12 - ArcticNet - a Network of Centres of ... · 4 F. Walton ArcticNet Annual Research Compendium (2011-12) High School Education • Complete a preliminary analysis

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ArcticNet Annual Research Compendium (2011-12)

High School Education

2.7 Inuit Qaujimajatuqangit and the Transformation of High School Education in Nunavut (High School education)

Project LeadersFiona Walton (University of Prince Edward Island)

Project Team

Network InvestigatorsAlexander McAuley (University of Prince Edward Island)

Collaborators and Research AssociatesMark Sandiford (Beachwalker Films); Jeeteeta Merkosak (Coalition of District Education Authorities of Nu-navut); Katherine Trumper (Coalition of District Education Authorities (Wolfville)); Jacob Jaypoody (Com-munity of Clyde River); Suzanne Thomas (University of Prince Edward Island)

Postdoctoral StudentsDarlene O’leary (University of Prince Edward Island)

PhD StudentsHeather McGregor (University of British Columbia); Bonnie Stewart (University of Prince Edward Island)

Technical and Project Staff Kerri Wheatley (University of Prince Edward Island)

Northern HQPJupeeka Hainnu (Community of Clyde River); Lena Metuq (Hamlet of Pangnirtung); Saa Pitsiulak, Nunia Qanatsiaq (Government of Nunavut); Elisapee Flaherty (Nunavut Department of Education)

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ABSTRACT

The National Strategy on Inuit Education argues, “there is almost no data or evidence supporting any of the major policy shifts in Inuit education” (p. 90, Nation-al Committee on Inuit Education [NCIE] 2011). This mixed-methods research, conducted with partners at the Nunavut Department of Education and the Coali-tion of Nunavut District Education Authorities (CN-DEA) in Nunavut, begins to create evidence of perfor-mance measures and factors that infl uence high school graduation in Nunavut, one of the highest priorities of both the Nunavut Government and the NCIE. The re-search establishes an approach to gathering longitudi-nal information on high school education and reveals practices that contribute to students’ ability to be suc-cessful. The research offers support for legislative and policy changes within high school education in Nuna-vut. Data gathered in 2011-2012 from a cross section of Nunavut youth with diverse educational backgrounds was used to create a bilingual documentary video in Inuktitut and English, Alluriarniaq-Stepping Forward: Youth Perspectives on High School Education in Nu-navut (Walton et al., 2013), which offers valuable in-sights about how high school education has affected the lives of Nunavut youth. The involvement of Inuit high school students and recent graduates as well as Inuit participants in the UPEI Master of Education and PhD in Educational Studies, builds research and leader-ship capacity within Nunavut. In addition, the ten-year historical and statistical profi les of the high schools in Pangnirtung, Clyde River, Rankin Inlet and Kugluktuk reveal patterns and challenges related to educational outcomes and indicators at the high school level across Nunavut, data that was unavailable prior to this Arctic-Net research (McGregor, 2011, 2012, 2013).

KEY MESSAGES

• Educational practices based on IQ and identi-fi ed within the research are positively impacting Nunavut high school students’ ability to stay in school, maintain motivation and strive for aca-demic success.

• The documentation of effective Inuit leadership in Pangnirtung and Clyde River makes an original and signifi cant contribution to Inuit educational policy and to the literature on Indigenous educa-tion.

• The Inuktitut language documentary, with Eng-lish subtitles, is an important tool for sharing re-search knowledge within Nunavut communities and elsewhere.

• Research supports directions established by the Nunavut Government and Inuit Tapiriit Kanatami (ITK) to promote changes in high school gradua-tion rates in Inuit Nunangat.

• Elders indicate that grief due to suicide in com-munities presents signifi cant challenge for high school students as they strive to complete their education.

• By working directly with communities and part-ners in Nunavut, the research contributes to im-provements in educational programs, policies, outcomes and consequently the social well being of Inuit.

OBJECTIVES

Research Objectives - Short Term

• Continue to complete historical and statistical case studies of the high schools in Nunavut, mov-ing to Kugluktuk in the third year of the project.

• Drawing on work completed by the NCIE, pro-vide an updated literature review and statistical analysis of existing data on high school perfor-mance in Inuit Nunangat, strengthening the cur-rent research and revealing any signifi cant factors contributing to success in high school for Inuit youth.

• Gather in-depth perspectives about high school success from members of the Kitikmeot Youth Council and youth in Kugluktuk who are publi-cally expressing concerns related to language and cultural losses.

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• Complete a preliminary analysis of the data gath-ered in the Kitikmeot Region and integrate ma-jor emerging themes with the opinions of youth in Pangnirtung, Clyde River, Rankin Inlet and Kugluktuk to create a new documentary video, Voices of Inuit Youth: Towards High School Suc-cess in Nunavut, called for by the members of the CNDEA at their AGM in October 2011.

• Complete the fi rst cut of the documentary video in time to share it at the Annual General Metting (AGM) of the CNDEA in October or November 2012 and at the ArcticNet Annual Meeting, should it take place in December 2012.

• Allocate additional time for the fi nal production of the documentary to include feedback and com-ments from communities and partners.

• Continue to monitor and document collabora-tive initiatives among schools, DEA representa-tives and parents in Pangnirtung, Clyde River and Rankin Inlet as they continue to implement new policies based on IQ at the high school level.

• Promote knowledge dissemination, mobiliza-tion and exchange by widely distributing the documentary video, Going Places: Preparing In-uit High School Students for a Changing, Wider World.

• Initiate a small international collaboration and knowledge exchange with secondary and early post-secondary Sami education in Jokkmokk, Sweden that is supported by the Sami Research Centre at the University of Umeå, Sweden.

Research Objectives - Long Term – 2012 – 2014

• Continue to sustain and develop the capacity of Inuit MEd students and graduates as they engage with community members to research, document, analyse, and refl ect on policy-based changes and innovations related to high school education in Nunavut.

• Following the in-depth analysis of the data gath-ered from all three regions, contribute to the lim-ited literature on Inuit education by editing and

disseminating research fi ndings in articles and book chapters authored and co-authored with Inu-it educational researchers in Nunavut.

• Extend the research to include an emerging in-ternational partnership and knowledge exchange related to Inuit and Sami high school education in Jokkmokk, Sweden and Clyde River, Nunavut to provide one comparative study across educational jurisdictions in the circumpolar regions.

• Organize and deliver presentations by and with Inuit researchers at a variety of public, profes-sional and scholarly venues and publish research fi ndings in the public media, as well as in schol-arly and professional publications, ensuring Inuit authorship and ownership of the research process.

• Contribute knowledge and data to ArcticNet’s Integrated Regional Impact Studies in Regions 1 and 2.

• Start to compile, compare and verify fi ndings from the four communities in Nunavut with the statistical and historical case studies and statisti-cal evidence within Inuit Nunangat.

• Prepare for the development of a report that pro-vides a rigourously researched basis for scholarly writing related to successful approaches to high school education in Nunavut.

INTRODUCTION

This research on high school success in Nunavut, on-going for the last two years in Pangnirtung and Clyde River (2010/2011), and in Rankin Inlet (2011/2012), in-dicates that students succeed in high school when par-ents, teachers, Elders and community members all work together to provide personal and academic support. The integration of Inuit values and knowledge within the curriculum contributes to stronger Inuit identity de-velopment and helps students to overcome the many challenges they face, particularly those related to men-tal health. The research identifi es specifi c strategies, approaches and practices that support higher levels of

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academic and personal engagement for Inuit students completing their high school education in Nunavut. In so doing, it supports educational legislation and policies in Nunavut as well as the goals of the National Strategy on Inuit Education (NCIE 2011).

The research uses a case study approach drawing on both quantitative and qualitative methodologies to cre-ate longitudinal, historical, statistical and present-day profi les of the high schools in Pangnirtung, Clyde River and Rankin Inlet. The statistical and historical informa-tion gathered in all three contexts is starting to show emerging patterns of attendance, graduation and with-drawal from high school in these contexts. Analysis of interviews with youth in Pangnirtung, Rankin Inlet and Kugluktuk will add further data to verify the emerging patterns in the statistical fi ndings. The research also re-veals approaches and strategies used by Inuit education-al leaders in the schools and communities to catalyze positive change that helps students to succeed.

Inuit MEd graduates and students, along with two PhD students and a Post-Doctoral Fellow, continue to be in-volved in the research, engaging community members, conducting interviews and focus groups, transcribing and analysing the data, reviewing the limited literature, and supporting the dissemination of the documentary video resulting from the fi rst year of the project, Go-ing Places: Preparing Inuit High School Students for a Changing, Wider World (Sandiford et al. 2011).

ACTIVITIES

In the second year of this research, from April 1, 2011 – March 31, 2012, the following activities took place or are planned for the fi nal quarter of the fi scal year:

1. Knowledge Dissemination:

• Inuit researchers, Saa Pitsiulak and Elisapee Fla-herty were involved in the editing and narration of the documentary video by took place in Charlotte-town between March and April 2011 (in-kind sup-

port of approximately $20,000 from the Nunavut Department of Education enabled this process to take place).

• In May, 2011, Inuit research team members, Pit-siulak and Flaherty, presented a fi rst cut of the bilingual documentary video, Going Places: Pre-paring Inuit High School Students for a Chang-ing, Wider World (Sandiford et al. 2011) in Pang-nirtung and Clyde River to enable school and community members to comment on the research results.

• Community members were pleased that the docu-mentary, which is narrated in Inuktitut with Eng-lish subtitles, was shared with the community before it was more widely disseminated.

• Research partners, the CNDEA and the Nunavut Department of Education, viewed and provided feedback on the documentary in May and June before the fi nal production was completed over the summer months of 2011.

• The documentary was sent for duplication in the early fall of 2011.

• The offi cial launching of the documentary took place on October 29, 2011 at the CNDEA AGM in Iqaluit.

• Inuit research team members Jukeepa Hainnu, Lena Metuq, Saa Pitsiulak and Elisapee Flaherty and community DEA members, Meeka Arnaquq and Jacob Jaypoody addressed the gathering and explained the research in Inuktitut.

• Shawn Sivugat, a student from Clyde River, fea-tured in the documentary, attended the launch-ing of the video and presented his views on high school success to the DEA Chairs from the 28 communities in Nunavut.

• The DEA Chairs and representatives from the Department of Education and the public enthu-siastically received the documentary, comment-ing on the value and importance of sharing such promising practices in high school education.

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• The audience was particularly pleased that the documentary was recorded in Inuktitut with Eng-lish subtitles and that Inuit principals, staff, DEA members and Elders were leading successful changes in education.

• The DEA members called for the creation of more documentary videos showcasing hopeful and pos-itive educational practices and urged the research team to have the documentary shown on the Abo-riginal Peoples Television Network (APTN).

• Casey Lessard, News North, completed a story about the research that was published and distrib-uted on the Northern News Network and News North/Nunavut.

• Following the offi cial launching of the documen-tary video it was distributed to the communities, partners, Inuit organizations and agencies and individuals at the territorial, federal and national levels.

• From February 13 – 16 the documentary will be shown at the Nunavut-wide Teachers’ Conference and copies will be distributed to all school princi-pals in Nunavut.

• 800 Nunavut educators, including 400 Inuit, will be attending this conference.

• The abstract submitted for the International Polar Year Conference in April 2012 was accepted as a poster and research fi ndings will reach the wider national and international scholarly community.

• The documentary was also submitted to the Polar Film Festival to be held in conjunction with the International Polar Year Conference.

• An article on the historical and statistical fi ndings is being prepared for submission later in the 2012 year to the journal, Historical Studies in Educa-tion.

• An article on Inuit educational leadership in Pangnirtung and Clyde River is also being pre-pared for submission to the journal, Educational Leadership.

2. Inuit Qaujimajatuqangit and the Transformation of Education Through Profi les of Inuit Educational Leadership:

• The development of Inuit educational leadership profi les is now being led by Post-Doctoral Fellow, Darlene O’Leary, who started with the research team in April 2011.

• Dr. O’Leary had conducted three interviews to date with four other interviews to take place in February 2012.

• Women’s Press has expressed an interest in pub-lishing the profi les of Inuit educational leaders as an edited text.

• The research team plans to have these profi les ready for submission as a publication in June 2012.

3. Descriptive Statistical Report and History of the High School in Rankin Inlet:

• Heather McGregor, PhD candidate, University of British Columbia, has completed the historical and statistical analysis of high school education in Rankin Inlet.

• The report documents graduation and attendance rates, staff turnover, numbers of Inuit educators and patterns of educational attainment for the pe-riod 2000 to 2011.

• The historical and statistical report is based on previous research already completed for Pangnir-tung and Clyde River and is fi nancially supported by the Nunavut Department of Education.

• The research report has been submitted to the partners and participants in Rankin Inlet for re-view and feedback prior to publication in March 2012.

• This statistical and historical data contributes in-formation to the ArcticNet Integrated Regional Impact Studies (IRIS) process.

• A publication based on the research report will be prepared and submitted by Heather McGregor

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and Fiona Walton to Historical Studies in Educa-tion, a scholarly journal.

• Dr. Alexander McAuley and Bonnie Stewart, PhD candidate, worked with school and regional edu-cation offi cials in Rankin Inlet and the Kivalliq Region to establish a social media exploration of high school education with youth in Rankin Inlet.

• The Kivalliq Offi ce of the Department of Educa-tion raised concerns related to potential public criticism of school personnel and policies within social media research.

• Dialogue continues to take place with the Nunavut Department of Education to include a social me-dia component in the research for the 2013/2014 year, allowing time to adequately address con-cerns.

• An alternate approach to working with the youth in Rankin Inlet was developed to ensure the voic-es of students in Rankin Inlet could be included in this research (see below).

4. Engagement of Youth in Pangnirtung and Rankin Inlet:

• As mentioned above, Adriana Kusugak (MEd student), Pujjuut Kusugak (Mayor of Rankin In-let and youth advocate) are working with Mark Sandiford (Filmmaker), Fiona Walton (Network Investigator) and Kerri Wheatley (Project Man-ager) to engage several youth in Rankin Inlet in an interactive video workshop and individual in-terviews to determine their views on education and identify factors contributing to their personal and academic success as well as approaches and strategies they found less helpful.

• In order to gain further insight into the experi-ences of youth at the high school level in Pang-nirtung, Kerri Wheatley (Project Manager) and Mark Sandiford (Filmmaker) organized an inter-active video workshop and individual interviews with youth to further investigate the factors con-tributing to their personal and academic success.

• Following analysis of the video footage gathered during the interactive video workshop and inter-views, short selections of the interviews refl ecting the major fi ndings will be posted on a website for use in an interactive workshop with youth in Ku-gluktuk in May 2012.

• The video workshops are building expertise to be used in a social media knowledge exchange in 2013/2014.

5. Annual Writing Workshop:

• The annual writing workshop takes place from February 13 – 17, 2012 during the Nunavut-wide Teachers’ Conference. This large Teachers’ Con-ference provides an exceptional opportunity to gather Nunavut MEd graduates, as well as stu-dents in the second MEd cohort, together to work on editing and revision of their writing. Instead of meeting in August 2011, it made more sense to use time in February when more individuals were available. Network Investigator, Fiona Walton, and Post Doctoral Fellow, Darlene O’Leary, will facilitate this workshop.

• Women’s Press requested a collection of these writings be submitted for review and publication in the 2012 year.

6. Ongoing Monitoring and Support in Pangnirtung and Clyde River:

• Research team member, Kerri Wheatley (Project Manager), travelled to Pangnirtung in October 2012 to meet community members, co-principals, school staff and students who participated in the high school research in the 2010/2011 fi scal year.

• Through short follow-up discussions, the Project Manager was able to monitor the progress of stu-dents in grades 11 and 12, the changes in school programs and the ongoing supports provided to enable students to graduate.

• While she was in Pangnirtung, the Project Man-ager met with staff at the Youth Centre to discuss

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the possibility of engaging a group of youth in further discussions related to high school in the community.

• The possibility for holding an interactive video workshop, similar to that planned for Rankin In-let, was discussed.

• The views of youth who may not have completed their schooling can provide valuable data on the reasons for withdrawal from school.

• Kerri Wheatley and Mark Sandiford facilitated an interactive video workshop, interviews and dis-cussions with youth in Pangnirtung to determine their views related to high school and elicit ideas about how to improve school experiences and contribute to higher graduation levels.

• Research Collaborator, Dr. Suzanne Thomas, UPEI Faculty of Education, travelled to Clyde River to meet with community researchers, moni-tor changes in programs and discuss the ongoing progress of high school students along with the possibility of a modest international partnership with Sami educators to promote knowledge ex-change with respect to high school education in the Circumpolar regions.

• Educators and DEA members in Clyde River were interested in exploring the potential for a small international knowledge exchange related to high school education, IQ and the incorporation of tra-ditional knowledge into high school education in Nunavut and Northern Sweden.

• As part of her sabbatical research, Dr. Thomas was able to meet with Sami educators in Jokkmokk, and Dr. Peter Sköld at the Sami Research Centre at the University of Umea, Northern Sweden, in October, 2011 to discuss the potential for a mod-est international knowledge exchange related to promoting success for Indigenous students com-pleting their high school education.

• While in Iqaluit, Dr. Thomas discussed initiatives related to cultural and linguistic revitalization at the new cultural school in Clyde River with Naul-laq Arnaquq, (MEd graduate and Assistant Depu-ty Minister, CLEY, Government of Nunavut).

• Jan Erik Kuoljok (Sami Language and Culture Teacher), Henrik-Micael Kuhmunen (Rector, Sami College) and Dr. Peter Sköld (Director, Sami Research Centre) have expressed an interest in some form of knowledge exchange related to education at the secondary level.

RESULTS

1. Raising Awareness, Gathering Accurate Data and Generating Knowledge

This research has raised levels of accountability and increased knowledge related to high school education in Nunavut. The ten-year historical and statistical case studies provide detailed records of data over an extend-ed period of time for three high schools in Nunavut. They also reveal inconsistencies, gaps, inaccuracies and errors that impact the way attendance, withdrawal from school and even graduations are reported. They also draw attention to tentatively emerging patterns of improved school graduation that are related, albeit in only three schools, to leadership and consistent data re-porting within these high schools in Nunavut. This has alerted the Department of Education to the necessity of raising the level of accountability with respect to both data reporting and reviewing and evaluating reports submitted from schools. As this research continues and includes the data from the Kitikmeot Region, a fi nal report will document Nunavut-wide patterns emerging from four case studies, providing valuable information and the basis for further research. Expanding the his-torical and statistical studies to include more schools in Nunavut in the future would establish an approach to data collection and reporting that can further raise the levels of accountability and improve the accuracy of information gathered in high schools. This is vitally important when trying to measure improvements in ed-ucation in Nunavut.

The draft report on the historical and statistical case study for the high school in Rankin Inlet is complete and awaiting verifi cation and feedback from the per-sonnel at the school and DEA level. The report will be

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completed and published on the project website by the end of March, and Heather McGregor will generate a publication for the journal Historical Studies in Edu-cation. In addition, the report will be used to create a poster accepted for the International Polar Year Confer-ence. The report and poster are citedin the publications section of this report.

2. Reaching Communities, Educators and the Public - Documentary Video

The decision to make a documentary video in Inuktitut, the fi rst language of the majority of Inuit in Nunavut, was based on the importance of creating research-based knowledge that is accessible to community members, parents and students, as well as educators and schol-ars. Using the fi rst language of participants in the docu-mentary honours the culture and fi rst language of Inuit and shines a light on exemplary Inuit leadership at both the school and community level. The comments from the DEA Chairs and members of the public during the documentary launch were heartening and having Inuit MEd graduates acting as research leaders was both in-spiring and hopeful. Completing the documentary was a demanding and time-consuming, community-based process, requiring constant negotiation as the bilingual production developed. Our research team is very proud and pleased with the results, and the dissemination pro-cess has only just begun.

3. Supporting Government of Nunavut Priorities and the Goals of the National Strategy on Inuit Education

The documentation of best practices in Inuit education supports the implementation of the National Strategy on Inuit Education. The completion of the historical and statistical profi les provides a helpful, concrete example and approach to the assessment and evaluation of high school education in one jurisdiction in Inuit Nunagat.

In addition, this research is conducted in partnership with the Nunavut Department of Education and the CN-DEA. It addresses the priorities in the new Education Act (Government of Nunavut 2008a) and the two piec-

es of Language Legislation (Government of Nunavut 2008b,c). As such, the results can be applied directly within Nunavut to support legislation and policies and the important changes they require.

4. Building the Capacity of Inuit MEd Graduates

When ArcticNet funding builds the capacity of Inuit researchers to conduct, lead and manage research, it takes their emerging skills to a new level by applying them in the fi eld. The six MEd graduates and one MEd student, who act as Inuit research leaders in this pro-ject, are integrally involved in data collection, analysis, writing, production and dissemination. The value of this research experience will be seen in the future within the educational system and in other sectors in Nunavut.

5. Expanding Research to the International Level

Reaching out to create international partnerships within the circumpolar world means we can draw on expertise and experience from the Sami perspective. Sami are successfully integrating traditional knowledge, crafts and history (equivalent to IQ) within their secondary school programs, which can inform Inuit educational policy and practice related to high schools in Nunavut. At the same time, Inuit in Nunavut have advanced with respect to the level of their educational qualifi cations, and the involvement of Elders in supporting students at the secondary level (an important fi nding in our re-search). We believe there are important benefi ts to be gained from an exchange of knowledge and experience between Clyde River and Jokkmokk.

DISCUSSION

Mary Simon refers to the low rates of high school graduation for Inuit students in Canada as the “great-est social policy challenge of our time,” and she argues that “improving educational outcomes is imperative” (NCIE 2011, p. 3). Graduation rates for Nunavut Inuit, at approximately 25%, are currently among the low-

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est in Canada for the Aboriginal population (Canadian Coun- cil on Learning 2009, Richards 2008; Statistics Canada, 2006). Systemic challenges of disengagement from school, high levels of staff turnover, and diffi culties implementing complex bilingual, culturally based education (Aylward, 2007, 2004, 2003, Berger 2006) continue to limit the ability of Inuit to participate fully in the knowledge economy and prepare for the impact of climatic and social change on Inuit society. Regretta- bly, “there is almost no data or evidence supporting any

of the major policy shifts in Inuit education” (NCIE 2011, p. 90), which makes it very diffi cult to measure changes in student performance or make research-in- formed decisions.

This research is starting to address the lack of data regarding the performance of high school students in Nunavut, while also revealing challenges in the way in-formation is being managed. By establishing a rigour-ous approach to examining a ten year period in three Nunavut high schools, the historical and statistical case studies document patterns of student enrollment, attend-ance, graduation levels, drop-out rates, staff-retention and turnover and the representation of Inuit educators in the schools. They also document success and improve-ments in the performance of students in high schools over a signifi cant period of time.

The interviews with students, administrators, DEA members and staff in schools provide qualitative data that reveals some of the motivation and supports that en-able students to succeed. In particular, we have learned the importance of having parents and the school staff work closely together, with supports from the commu-nity, in order to promote higher graduation levels. We know this process is facilitated when Inuit act as leaders in education because they can communicate in Inuktitut and reach out to the community as long-term residents with a vested interest in the future of Nunavut.

The range and depth of the challenges facing Inuit stu-dents as they complete high school need to be appreci-ated in order to understand the low graduation levels and address them in a way that makes a difference. Inuit high school students are more likely to be young

parents than are their counterparts in mainstream con-texts. This added responsibility, along with relationship issues that can be very complex and demanding, takes away time that high school students in other contexts are devoting to their studies. Learning in two languages provides another challenge, particularly when literacy levels may require strengthening. The subjects taught in Inuktitut require additional programs and resources, while those taught in English lack cultural relevancy. Teacher turnover is relatively high in many Nunavut high schools, though it shows notable stability in both Clyde River and Rankin Inlet, with what appears to be high levels of student success in both these schools. Al-though these factors cannot yet be conclusively corre-lated, we have identifi ed this emerging pattern. Above all, Inuit students are facing mental health challenges related to the suicide of their siblings, friends and rela-tives. Elders are asserting that this impacts the ability to graduate successfully from school. The research over the next two years will involve gathering data related to the challenges facing students, and this may verify the extent of this particular issue which is another high priority for the Nunavut Government and ITK.

Given the range and the nature of these challenges, it is particularly important that the approaches and prac-tices identifi ed in the qualitative research be verifi ed and substantiated. Results indicate that Inuit leadership from principals, Elders and staff members makes a dif-ference for Inuit students who feel they are understood, supported and inspired by strong Inuit role models. This encourages and motivates students, helping them to overcome diffi culties. The data is showing that the incorporation of IQ into the school programs reinforces and strengthens Inuit identity, increases pride and helps to make schooling relevant and more engaging for the students. All these patterns can be substantiated with ongoing research. Engagement of students in learning is one of the most critical factors in increasing academ-ic success and merits special attention in this research. Case studies to date appear to link ‘on-the-land’ experi-ences and opportunities for travel, both within and be-yond Nunavut and Canada, with high levels of motiva-tion. Verifi cation of these factors in the third year of the research will provide further insights related to these particular indicators.

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CONCLUSION

Education is a key determinant of health, and raising high school graduation rates will lead to improvements in the overall well being of Inuit in Nunavut. Howev-er, claims related to factors, practices, approaches and strategies that make a difference with respect to perfor-mance indicators need to be rigourously substantiated. Research results based on both quantitative and qualita-tive data are starting to indicate particular factors that can make a difference in the graduation rates of Inuit students in Nunavut. These promising fi ndings will be verifi ed in the third year of this research project.

ACKNOWLEDGEMENTS

This research was conducted successfully because of the commitment and support from the Coalition of District Education Authorities (DEA) and particularly Nikki Eejeesiak (Executive Director) and Katherine Trumper (Coalition Researcher). Funding provided by the Coalition of Nunavut District Education Authorities made it possible to complete invaluable research vis-its to Rankin Inlet and Pangnirtung.We are also deep-ly grateful to the Nunavut Department of Education, particularly to Kathy Okpik, Peter Geikie and Cathy McGregor, for supporting the time of Inuit and non-Inuit researchers Saa Pitsiulak, Elisapee Flaherty and Heather McGregor to provide support for the produc-tion of the documentary video. The research could not have been completed without this important support.

Our sincere appreciation is extended to Adriana and Pujjuut Kusugak, Jesse Payne and Stan Anderson in Rankin Inlet who provided us with so much help in en-gaging young people in this research.

Thanks to DEA Chairs, Jacob Jaypoody in Clyde River and Meeka Arnaquq in Pangnirtung who provided lead-ership and encouragement during the launching of the documentary video, and to the dedicated members of all DEAs supporting this research.

None of this research documenting evidence-based ed-ucational change would be possible without the inspi-ration provided by the dedicated Inuit research leaders and high school principals, Jukeepa Hainnu in Quluaq School, Clyde River, and Lena Metuq and Cathy Lee in Attagoyuk School, Pangnirtung. These individuals are outstanding role models and educational leaders in their communities.

Thanks and gratitude go to Mary Ellen Thomas, Senior Research Offi cer at the Nunavut Research Institute, for her constant guidance and support over several years and particularly with this research.

REFERENCES

Alyward, L. 2007. Discourses of cultural relevance in Nunavut schooling. Journal of Research in Rural Edu-cation, 22(7). http://www.umaine.edu/jrre/22-7.htm.

Alyward, L. 2004. Sivuniksamut Ilinniarniq: Future Schools of Nunavut. Curriculum and School Services. Department of Education, Arviat, Nunavut.

Alyward, L. 2003. Nunavut high school graduation op-tions. Curriculum and School Services. Department of Education, Arviat, Nunavut.

Berger, T. 2006. The Nunavut project, Conciliator’s fi -nal report. Vancouver, BC: Bull, Housser and Tupper (Craig E. Jones).

Canadian Council on Learning. 2009. The state of aboriginal learning in Canada: A holistic approach to measuring success. http://www.cclcca.ca/CCL/Reports/StateofAboriginal-Learning/StateAboriginalLearn-ing2009.htm.

Government of Nunavut. 2008. Education act. http://www.gov.nu.ca/education/eng/index.htlm.

Government of Nunavut. 2008. Inuit Language Protec-tion Act.

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Government of Nunavut. 2008. Offi cial Languages Act.

National Committee on Inuit Education. 2011. First Canadians, Canadians First: National Strategy on Inuit Education. http://www.itk.ca/sites/default/fi les/Nation- al-Strategy-on-Inuit-Education-2011_0.pdf.

Richards, J. 2008. Closing the Aboriginal/non-Abo- riginal education gaps (No. 116). Toronto, ON: C. D. Howe Institute.

Sandiford, M., Walton, F., Metuq, L., Hainnu, J., Pit-siulak, S., Flaherty, E., Wheatley, K., O’Leary, D. 2011. Going places: Preparing Inuit high school students for a changing wider world. A documentary video. Char-lottetown: Faculty of Education, University of Prince Edward Island.

Statistics Canada. 2006. Aboriginal peoples survey, 2006: Inuit health and social conditions. ht t p: / / www.st a t c a n.g c .c a / pu b/ 8 9-6 37- x/ 8 9-6 37- x2008001-eng.htm#5.

2011-12 PUBLICATIONS

All ArcticNet refereed publications are available on the ASTIS website (http://www.aina.ucalgary.ca/arcticnet/).

McGregor, H. E., & Walton, F., 2012, Inuit qaujima-jatuqangit and the transformation of high school edu-cation in Nunavut: History, background and statistical profi le of Maani Ulujuk Ilinniarvik., A research report submitted to the Nunavut Department of Education.

Sandiford, M., Walton, F., Metuq, L., Hainnu, J., Pitsiu-lak, S., Flaherty, E., Wheatley, K., & O’Leary, D., 2011, Going Places: Preparing Inuit High School Students for a Changing, Wider World., A documentary video, no pages.

Documents

cmd Walton 2011-12 - ArcticNet - a Network of Centres of ... · 4 F. Walton ArcticNet Annual Research Compendium (2011-12) High School Education • Complete a preliminary analysis