Inuit Qaujimajatuqangit and knowledge transmission in a modern Inuit community : perceptions and experiences of Mittimatalingmiut women
Notice bibliographique
Résumé
This thesis explores the concepts of traditional knowledge,Inuit Qaujimajatttqangit (Inuit traditional knowledge), and knowledge transmission.The work is based on my experiences during two field seasons working with women in Pond Inlet, Nunavut.From August to December, 2005, I conducted participant observation and unstructured interviews and coordinated a school program for youth to interview local elders about their knowledge and experiences with polar bear encounters.In the fall of 2006, I worked more intimately with three young women and three elderly women in a series of interviews, focus groups and photographic narrative exercises exploring perceptions and experiences in knowledge transmission.My work follows a micro-ethnographic approach and explores the process of knowledge transmission from the learner's perspective.The thesis documents young women's accounts of learning: it explores the ways that they make sense of their cultural knowledge and the roles that they play in filtering and adapting Inuit Qaujimajatuqangit (IQ) to be relevant in the modem context.In effect, it looks to discover what we can learn about people's understandings of Inuít Qaujimajatuqangit from the ways that they talk about their knowledge and describe their experiences leaming it.Ultimately, the accounts in this thesis highlight the role of individually and collectively constructed themes in shaping local understandings of Inuit Qaujimajatuqangit.They revealthat Mittímatalingmiul women see IQ as a multifaceted and dynamic system that is charactenzed by ongoing balance between ecological and social elements, between past and present experience and between continuity with the past and innovation in the present.IQ is experienced not as a thing to be known, but as a process of coming to know.While the dynamics of this process differ in the community and institutional environments, both emerge as key loci for the evaluation, filtering and continual evolution of Inui t Qauj imaj atuq angit.ACKNOWLEDGEMENTS As I come to the end of my graduate research, Ircalizethata great number of "thank you's" are in order.Above all, I am grateful to the students involved in the Polar BearEncounters Project, the community members who discussed their ideas with me, and the six women on whom this thesis is focused.I was continually impressed by your interest in the project, your willingness to engage in good discussion and your surprising openness in sharing yourselves so candidly.Elisapee Ootoova, Qamaniq Sangoya, Annie Peterloosie,"}i4alaya", "'Wendy" and "Leetia",I've leamed a great deal from you, not only about Inuit Qaujimajatuqangit andknowledge transmission, but also about family, gratitude for the things that we have and living good lives despite many challenges around us.Thank you for that.Thanks also to the interpreters who allowed these conversations to take place.Sarahme Akoomalik and Rachel Ootoova, in particular, were dependable, friendly and insightful
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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 | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,020 | 0,005 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 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 ».