This study examines long-term Inuit-European and -Euroamerican intersocietal interaction in the central Canadian Arctic. This geographical area encompasses the traditional ranges of the contiguous Copper, Netsilik and Iglulik Inuit societies. Specifically, the study analyzes and discusses changes in intra- and intergroup material trade networks and social relations resulting from indirect and direct contact with the developing capitalist world-system. Through the application of world-system theory and methodology, it is shown that indirect contact in the form of the acquisition of material trade items was a gradual, though constant, process that had a considerable impact on the cultural development of these societies. Both indirect and direct contact were greatly accelerated during the 19th century, increasing the rate of cultural change, and, by the early 20th century, ultimately culminating in the articulation of the Copper, Netsilik and Iglulik Inuit societies within the modern capitalist world-system.

Although the study of Thule harpoon heads has produced important seriations, datings and technological reflections during the last century, a lack of fundamental knowledge about these weapons is still occurring. An attempt is made to document the different contexts surrounding the use of these artifacts. Technological, social and symbolic investigations are made on the occupants of the Skraeling Island site (High Arctic, Canada) and the Clachan site (Coronation Gulf, Canada) in order to build a complete understanding of the harpoon head morphological attributes. Using the hierarchical cluster analysis (SPSS), groupings have been statistically formed, underlying the meaningful dimensions of variation of the objects. It is then found that technological, social and symbolic mechanisms are systematically responsible for different aspects of Thule harpoon head morphology, and by comparing the two archaeological assemblages, we conclude that these mechanisms operate in the same direction, even if resulting in different harpoon head styles.

This thesis focuses upon the traditional ecological knowledge of southeastern Hudson Bay Inuit. It provides a detailed assessment of Inuit use and knowledge of a single species, the Hudson Bay Eider (Somateria mollissima sedentaria). Data collected on Inuit classifications of animals reveal the highly-ordered systems whereby Inuit structure their extensive knowledge of the biological diversity of their environment. A lexicon of Inuktitut terms illustrates the refinement of their anatomical knowledge, while detailed data on one anatomical element, the eider skin, serve to indicate the considerable volume of information lying behind these labeled categories. Furthermore, Inuit knowledge of eider ecology provides exacting biogeographical information and identifies important ecological patterns and processes for the species. These findings run counter to preconceptions about traditional knowledge which linger in the wildlife professionals' milieu. Neither anecdotal, narrowly pragmatic, unverified nor non-ecological, traditional knowledge provides a sound argument for greater Native autonomy in wildlife management.

No description available.

No description available.

No description available.

"Success" in education means different things to different people. The purpose of this study was to examine conceptions of success (in education) held by some students at Nunavut Arctic College. The author is a white male from southern Canada and had not been to the Arctic prior to this study. As such, it was necessary to employ a participatory and respectful methodology. ' In three separate procedures, classes of Nunavut Arctic college students were given index cards and asked to describe what it means to be successful in education. As a class, we arranged the cards into common categories on the floor in front of the classroom desks. Some students wrote that success in education meant getting a good job. Some reported that they learned best when they could understand what was going on in a class. We decided as a class where each card belonged. Conceptions of success in education emerged as groups of cards were given titles, such as, "Understanding" or "Sharing knowledge." In the final procedure, another group of students was interviewed with a tape recorder to explore their conceptions in more depth. "Success" in education in the Arctic (and elsewhere) typically has to do with securing knowledge for personal development. Secondly, it is concerned with instrumental or pragmatic concerns like getting a job. For most people "success" in education involves a mix of personal and instrumental factors. Hence, for the purposes of this study the author used a heuristic device wherein "personal" and "instrumental" conceptions of success could be plotted. Students' conceptions were graphed along the two dimensions of instrumental application and personal development. Five conceptions emerged from the final study: "Understanding", "Sharing", "Reaching goals in education", "Money" and "Certificate". The conception "Understanding" was graphed in an area of low instrumental application/high personal development; "Sharing knowledge" and "Reaching goals in education" were graphed in an area of high instrumental application/high personal development; "Money" was graphed in an area of low instrumental application/low personal development; and "Certificate" was graphed in an area of high instrumental application/low personal development.

Thule archaeological sites typically yield large quantities of well-preserved faunal remains. These remains represent a wealth of information on a wide range of activities related to Thule animal-based subsistence economies, but have only recently been subjected to the quantitative ecological analyses that have increasingly concerned archaeologists elsewhere. This thesis involves the development of a linear programming model of Thule resource scheduling, and an explicit test of its applicability. When compared to the results of a detailed zooarchaeological analysis of faunal material collected from a variety of seasonal site types on southeastern Somerset Island, the modelling procedure was found to offer moderately interesting insights not otherwise attainable.

The focus of this dissertation is the teacher education program of Nunavut, until 1999 the eastern part of the Northwest Territories. Through interviews and personal experience as a participant observer within the program, this longitudinal qualitative case study, influenced by social constructivist theory, of the Nunavut Teacher Education Program attempts to provide an account of the program's growth and development, its strengths and its weaknesses and possibilities for the future. However, in order to locate the program in its time and place, it is necessary to examine the nested contexts of traditional, colonial and post-colonial worlds from which and in which it has developed. / Consequently, I begin by tracing the political and social development of Nunavut to its present day realities, realities that are far from the often overly romantic view of the Canadian arctic. I then outline the impact of colonialism upon the Inuit and their pre-contact traditional lifestyle before reviewing the growth and development of education. I commence with precontact traditional education and what it may have been like before embarking upon a description of the education experienced by Inuit, first from the missionaries, and then by the Federal government followed by the Territorial Government of the Northwest Territories and finally by the government of Nunavut. Data for the study was collected, in part, from fifty interviews conducted predominately in Iqaluit, the location of the institutional program. / The Nunavut Teacher Education Program (NTEP) is a key element in the development of education in the territory. There are therefore great expectations put on the program, expectations that may exceed its ability to fulfil them. In my account of the program and its effect, seen through the lens of critical pedagogy, upon students' academic, linguistic and cultural knowledge, I examine the pressures and the tensions caused by these expectations upon on the program and its students.

Thesis (Ph. D.)--University of Wisconsin-Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 251-259.