An Inuuqatigiit school through Inuit language, culture, and identity-centred bilingual school program
Bibliographic record
Abstract
Nunavummiut have long been clear; they want to see continued improvements in Nunavut education. It is essential to continue to develop and improve Nunavut education by learning from the past in examining what school programs can look like and how Inuit language, culture, and identity-centred bilingual school program can be developed and implemented in the creation of an Inuuqatigiit school. This unikkaaqatiginniq case study shares and documents community narratives on how Inuksuit School of Qikiqtarjuaq, NU, became an Inuuqatigiit school (1992 to 1999) and what the program looked like and how the Inuit language, culture, and identity-centred bilingual school program that was grounded in Inuit worldview and focused on the whole person, was developed and implemented. Key findings indicate the importance of community/Inuit control of community/Inuit education; Inuit worldview and identity-centred bilingual program focus; Inuuqatigiit School environment; majority Inuit staff/Elders and continual staff development; and parent, community, and Community Education Council direction of and engagement in education in supporting student success, whole-person development, and bilingualism.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.012 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".