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This thesis examines the relationship between the community and school in Arctic Bay in north Baffin Island. The objective is two-fold: first, to provide insights into the interaction between Inuit community members and school, and second, to describe and analyze the internal changes that school effects among community members. The central concern underlying the thesis is the ongoing process of Inuit cultural change. / This thesis expands the framework for studies in educational anthropology in two ways. First, the thesis examines the interaction between the community and the school from the perspective of the community, rather than from that of the school. Second, it applies anthropological understandings of social structure, social control and social personhood as analytical categories in examining the two cultural contexts. The thesis illustrates the fundamental contradictions in worldview between Inuit and the institution of schooling. / Observations of contemporary life illustrate that Inuit have been able to maintain the organizing principles of their kinship system in the transition from pre-settlement life to the community. Observations of socialization in school illustrate that the social norms and interrelational processes young Inuit learn in school contradict some of the organizing principles of Inuit kinship. Moreover, the responsibilities that Inuit adults are required to undertake as parents of school children impinge on their kinship obligations. The thesis concludes that although Inuit have maintained authentic, albeit modified, cultural practice in the community, the socialization of school, a culturally foreign institution, increasingly impinges on their normative values and social relations.

Thesis (M.A., Environmental Studies)--Queen's University, 2007 / Includes bibliographical references (leaves 132-138)

Thesis (M.A.)--Carleton University, 2003. / Includes bibliographical references (p. 85-90). Also available in electronic format on the Internet.

Thèse (M.A.)--Université Laval, 2003. / Bibliogr.: f.[133]-141. Publié aussi en version électronique.

Thèse (Ph. D.) -- Université Laval, 2003. / Bibliogr.: f. 306-330. Publié aussi en version électronique.

In 2019, Statistics Canada reported that the death by suicide rate among Inuit in Canada was approximately nine times higher than that of their non-Indigenous counterparts. This alarming statistic reflects the ongoing impact of colonial legacy on Inuit society, which has been characterized as cultural genocide and linguicide (TRC, 2015). In the last two decades, various organizations have taken up efforts to help heal communities, however there is little research examining what makes those efforts effective, and virtually none that has addressed the place of language within mental health programming. Yet, language is a pillar of Inuit health and wellness (ITK, 2016). This thesis explores institutional language policies pertaining to the provision of mental health services to Inuit in Nunavut from a decolonial perspective. I conduct a document review and six semi-structured interviews to examine which government-funded mental health programs provide services in the Inuit Language, the challenges they face in doing so, and solutions that they may envision. Applying decolonization as both my conceptual and methodological framework, I conduct a thematic analysis of both documents and interviews, as well as a critical discourse analysis combining both sets of data. The results of this study reveal that mental health service providers serving Nunavut largely have de facto language policies. They attribute challenges to offering Inuit Language programming to the dominance of English, hiring practices and funding models. However, it is demonstrated both in documents and by study participants that organizations have found holistic and inclusive ways to not only offer programming in the Inuit Language, but also encourage and increase its use. Local and cultural knowledge prove to be indispensable in understanding systemic challenges to Inuit Language provision in mental health services, as well as how they can be remediated.