Seeing Like a Community: Education, Citizenship, and Social Change in the Eastern Arctic
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.014 | 0.012 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".