Seeing Like a Community: Education, Citizenship, and Social Change in the Eastern Arctic
Notice bibliographique
Résumé
Relying heavily on the analyses of Inuit, this dissertation examines the implications of the historical and contemporary set of Inuit-state relations in one policy area -education -over a long period of time.It undertakes this examination by analyzing the local state and societal responses to the introduction of political, social and economic institutions that were imported from southern Canada and imposed on the Inuit societies of the Eastern Arctic.It is well known that formal schooling was used as a key instrument of colonial intervention and oppression in the Eastern Arctic, and that the legacies of this intervention continue to effect communities today.At the same time, education is often identified as an essential component of Inuit self-determination.Despite 50 years of increased political control by Inuit over education, including the creation of a "made-in-Nunavut" education system, educational outcomes have not improved dramatically, Inuit continue to call for greater local control, and the school is still seen by many to be a foreign institution.This dissertation argues that the persistent problems with the school system are symptoms of a deeper disconnect between citizens and the institutions that structure their daily lives.Building on Scott (1998) it argues that the enduring focus on the issue of local control over the education system in Nunavut is evidence of an implicit recognition by Inuit of the importance of intermediary social institutions for successful institution-and state-building.This dissertation uses qualitative methods and a multi-scalar analysis that moves between federal and territorial politics and policy on education, and a detailed microlevel examination of Igloolik society in order to explore and understand the nuances and lived-experiences of the people -the citizens -who were (and remain) directly affected by political and policy decisions made elsewhere.These experiences and lessons from Igloolik then inform an analysis of contemporary attempts by the Government of Nunavut to institute a system of education to meet the aspirations for Nunavut.This dissertation would not have been possible without the participation and support of many people.First and foremost, I want to express my sincere gratitude to the people of Igloolik for welcoming me into their community many times over the last ten years.I am especially grateful to those who agreed to share their stories and their knowledge with me.I acknowledge that the analysis that appears in this dissertation is one person's attempt to make sense of a complex history of which she was not a part.Its value comes from the confidence people extended to me in sharing their stories, and their insights about their lives and the place that they call home.In particular I would like to thank Francis Piugattuk for his passion for education, his guidance, and his trust in me.Francis' contributions to this dissertation cannot be measured.I hope this is not our last project together.I also want to acknowledge Rachel Qitsualik, who knew exactly what to say so I could understand what she was trying to tell me.I am grateful to Brian Fleming and everyone at the Hamlet of Igloolik for always welcoming me into your space.There are a number of Igloolik-miut who made important contributions to this dissertation who have sadly passed away.I will always remember them and their generosity: Ruby Irngaut, Lucassi Ivalu, Leah Otak, and Elijah Evaluardjuk.As anyone who has completed a PhD knows, the journey to the end can be long and lonely.I feel very fortunate to have had the support of so many friends, family, and colleagues who have housed, fed, and encouraged me over the last seven years.In Igloolik, I am especially grateful to Alina, Nancy, Levy, John and Carolyn, Patricia, Larissa, and Maren.Spending time in Igloolik and experiencing the beautiful land that Iglulingmiut call home has been one of the great joys of my life.Thank you also to Jen, Colin and Amelia, Jeff and Alexis, Jerry, Robin, and Annie in Ottawa for sharing their homes and friendship with me
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,014 | 0,012 |
| Communication savante | 0,007 | 0,002 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».