Naalagiursaniq Tunnganarnirlu (Learning to Listen and be Welcoming): Engaging Inuit Perspectives on Timimut Ikajuqsivik (Rehabilitation Services) for Children in the Qikiqtani Region of Nunavut
Bibliographic record
Abstract
Background: Timimut ikajuqsivik (or rehabilitation services in English) for children in the Qikiqtani Region of Nunavut is primarily delivered following mainstream Canadian practices informed by Eurocentric worldviews. Inuit have had little opportunity for their perspectives to inform timimut ikajuqsivik, limiting Inuit access to self-determination and cultural safety in this context. The primary objective of this study was to advance knowledge on how the timimut ikajuqsivik interests of Inuit children in this region can be understood and supported by foregrounding Inuit perspectives, knowledge and worldviews. Methodology: This qualitative study was organized according to the Piliriqatigiinniq Partnership Model for Community Health Research (Healey & Tagak, 2014) and supported by critical theory. The first manuscript (of four presented in this dissertation) describes the accountability framework created to support the bridging of Inuit worldviews and the critical paradigm in the study. Twenty-five participants from two Qikiqtani Region communities shared their knowledge to inform the study. Participatory analysis significantly shaped findings. Findings: Three manuscripts share research findings as follows: (1) proposing five Inuit knowledge concepts that can guide timimut ikajuqsivik; (2) highlighting Inuit knowledge about supporting childhood learning and skill building, and significant tensions between this knowledge and mainstream rehabilitation’s status quo; and (3) describing the importance of relationship-focused and contextually relevant practices to timimut ikajuqsivik moving forward together with Inuit toward reconciliation. The importance of relationships, learning to listen, being welcoming, and offering contextually relevant services, including Inuit providers and language, are highlighted across the findings. Critical analyses in each of the manuscripts describe how systems of inequity privilege Eurocentric perspectives and approaches on Inuit lands, and the negative impacts that can result. In making tensions and power dynamics visible, openings for change can be made. The dissertation concludes with a story of incorporating study learning into personal and professional actions. Conclusion: This thesis shares knowledge about coming together across differences to find ways to support sivumuaqatigiigniq saimmaqatigiinnikkut (moving forward together in reconciliation). With attention to redressing inequitable power dynamics that privilege Eurocentric perspectives over those of Inuit, opportunities abound for timimut ikajuqsivik to collaboratively support the interests of Inuit children and families.
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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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.026 | 0.015 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| 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".