Nunangat Pedagogies: A strategy for encouraging understanding and dialogue between peoples, materials and environments - Carol Rowan, Maaji Puutilik & Elsie Kasudluak

Nunangat pedagogies are based on five main ideas:1. Pedagogies emerge in relation with Nunangat; 2. Inuit Elders have a vital role to play in connecting children, educators and parents with Nunangat; 3. Knowledge specific to Nunangat is embedded in the Inuktitut language; 4. Situated pedagogies recognize the breadth of possibilities of relations between humans and land, water and ice; and, envision how children, caregivers, parents, Elders and hunters become integrated with Nunangat; 5. Materials of the place including fishing hooks, ice cleaning devices, willow mats, seal skins, sedge grass, snow knives, fox traps are locally meaningful and provide substance through which understanding between peoples and generations can be cultivated.

In the fall of 2014 we investigated the possibilities of engaging with Nunangat pedagogies as a way of accessing Inuit ways of knowing and being in early childhood practice. An Elder Educator was hired to work as a project advisor. Parents provided direction during two meetings, five educator and Elder meetings were held, local materials were prepared and/or made at the centre, 20 excursions took place on Nunangat, and 51 learning stories, four short videos, a poster, two booklets, and two children’s stories were made. Thinking with Nunangat enabled educators and children to access Inuit knowledge and language and to work in ways informed by Inuit knowledge systems.

During our presentation we will use photos and stories from our 2014 work to consider the possibilities of Nunangat pedagogies as a strategy to build understanding and engage in meaningful dialogue across generations.