Tusaayaksat Magazine – Fall 2015

TUSAAYAKSAT MAGAZINE / FALL 2015 / $5

STORIES THAT NEED TO BE HEARD

EDUCATION ISSUE

CULTURE SHOCK EDUCATION

COMMEMORATIVE GRAD POSTER INSIDE

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LESSONS FROM THE LAND WITH LEONARD HARRY RESIDENTIAL SCHOOL MEMORIES FROM SHINGLE POINT DRUM DANCING WITH FELICIA ELANIK

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E3 STUDENTS HIT THE ROAD

ON THE COVER: Inuvialuit Communications Society producer Jerri Thrasher snapped this photo of East Three Secondary School students celebrating their graduation on May 30 in Inuvik. For more images from graduations across the Inuvialuit Settlement Region, check out our photo feature beginning on page 34.

Published quarterly by ICS at Box 1704, 292 Mackenzie Rd, Inuvik, Northwest Territories, X0E 0T0.

Contact us at +1 867 777 2320 or tusaayaksat.magazine@gmail.com PUBLISHER Inuvialuit Communications Society EDITOR-IN-CHIEF Nathalie Heiberg-Harrison

TUSAAYAKSAT MEANS “STORIES AND VOICES THAT NEED TO BE HEARD.” WE CELEBRATE THE INUVIALUIT PEOPLE, CULTURE AND HERITAGE.

OUR MISSION:

TO EMPOWER, CELEBRATE, COMMUNICATE, HEAL AND BOND. TO BRING YOU THE BEST COVERAGE OF OUR NEWS, VIBRANT CULTURE AND PERSPECTIVES.

CONTENTS

DESIGNER Vanessa Hunter EDITORIAL TEAM WRITER/PHOTOGRAPHER Nathalie Heiberg-Harrison COPY EDITOR Laura Busch INUVIALUKTUN TRANSLATOR Lillian Elias CONTRIBUTORS Euodia Mutua, Jennifer Haist, Charles Arnold, Dez Loreen PHOTOGRAPHERS David Stewart, Adrienne Talbot, Britney Selina, Robert Wilson, Jerri Thrasher, Tom Mcleod, Alex Pulwicki, Krista Cudmore, Merven Gruben, Adam Kudlak, Kongkham Ackharath, Lee Sacrey, Trevor Lucas, Faith Rogers, Natalja Westwood, Sgt Ronald Duchesne, Ethan Allen, Sharla Greenland, Tiara Modeste, Luke Terry, Leonard Harry

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10.

BEAUTIFUL IMAGES FROM LOCAL PHOTOGRAPHERS

BEAUTIFUL IMAGES FROM LOCAL PHOTOGRAPHERS CONTINUED

News 2 GERRY KISOUN GIVEN ONE OF FIRST POLAR MEDALs 3 CELEBRATION OF NATIONAL TOURISM WEEK 4 PROMISE OF FUNDING FOR INUVIK SATELLITE STATION 5 AKLAVIK’S JOE GREENLAND CENTRE OPENS

SPECIAL THANKS TO Beverly Amos and the Inuvialuit Cultural Resource Centre, the Sheperd Collection and William Geddes, E-Line Media, the University of Calgary, the Truth and Reconciliation Commission, Skills NWT, the Inuvik Justice Committee, Children First Society, the Government of the Northwest Territories, Rideau Hall, Lynn MacKinnon, Donald Kuptana, James Day Jr., Courtney Larocque and the Northern Games Society BUSINESS OFFICE Inuvialuit Communications Society BOARD OF DIRECTORS: PRESIDENT, INUVIK Lucy Kuptana TREASURER, TUKTOYAKTUK DIRECTOR Debbie Raddi AKLAVIK DIRECTOR Colin Gordon UKLUKHAKTOK DIRECTOR Joseph Haluksit PAULATUK DIRECTOR Anne Thrasher SACHS HARBOUR DIRECTOR Jean Harry EXECUTIVE DIRECTOR & MANAGING EDITOR Veronica Kasook OFFICE MANAGER Roseanne Rogers SUBSCRIPTIONS E-mail subscription inquiries to tusaayaksat.magazine@gmail.com or phone +1 867 777 2320 FUNDING MADE POSSIBLE BY Inuvialuit Regional Corporation GNWT (Education, Culture and Employment) GET SOCIAL Follow us on Facebook, Twitter and Instagram

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EAST THREE SECONDARY SCHOOL STUDENTS HEAD SOUTH

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AN INTERVIEW WITH CARPENTER APPRENTICE TERRANCE ALLEN

Features 6 INUVIK & BEYOND 12 VIDEO GAMES BRIDGING CULTURAL GAP 14 CULTURE SHOCK EDUCATION 26 ATTITUDE IS EVERYTHING 34 REACHING NEW HEIGHTS

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54.

ELDER LEONARD HARRY SHARES HIS OUTDOOR CLASSROOM

FELICIA FLANIK EMBRACES HER CULTURE THROUGH DRUM DANCING

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NORTHERN GAME SERIES: LEARN HOW TO WRIST HANG!

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Elder Story LESSONS FROM THE LAND

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Northern Games Series WRIST HANG

54

Inuvialuit Youth GROWING UP ON THE DANCE FLOOR

62

Language games FILL-IN-THE-BLANK GAME

66

Inuvialuktun Story A LOOK BACK AT ST.JOHN’S ESKIMO RESIDENTIAL SCHOOL

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Inuvialuit Youth FAQ FOR INUVIALUIT STUDENTS

PRACTICE YOUR INUVIALUKTUN WITH THIS GREAT GAME!

LOOKING BACK AT SHINGLE POINT RESIDENTIAL SCHOOL

TUSAAYAKSAT UKIAKRAQ TUSAAYAKSAT IN THE FALL QANUQ ITPIT! HELLO! “Keep moving. Keep learning. Keep experiencing. Never stop.” Those are the words of Terrance Allen, a young carpentry apprentice in Inuvik who is dedicated to changing his life for the better through education. For our special education issue of Tusaayaksat, we’ve filled our pages with stories about people like him who are committed to learning, wherever and whatever their classrooms might be.

Take 11-year-old drum dancer Felicia Elanik (Growing up on the dance floor, page 54), who shares the rich lessons that can be found in cultural revival. In our story on pursuing post-secondary education ‘down south’ (Culture shock education, page 14), we learn that moving away for school

can be both scary and incredibly rewarding. And elder Leonard Harry (Lessons from the land, page 44), teaches us that not everything worth learning can be taught in a classroom or from a textbook.

It’s no secret that Inuvialuit are finding success, big and small, in their commitment to lifelong learning. Whether they’re learning from elders on the land, teachers at schools or through on-the-job training, there are educational opportunities abound for those who seek them out.

We hope you enjoy our latest issue of Tusaayaksat! To stay up to date on the latest Inuvialuit news, don’t forget to ‘like’ us on Facebook. You can share your stories and photos with us, let us know what’s going on in your community and weigh in on what stories you think need to be told next.

QUYANAINNI THANK YOU, Nathalie Heiberg-Harrison Editor-in-Chief

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News from around the ISR and beyond

The exceptional efforts of the Muskrat Jamboree Committee were recognized at the 2015 NWT Outstanding Volunteer Awards ceremony on May 8.

“Volunteers play an important role in helping to build sustainable, vibrant communities all over the Northwest Territories, and the Government of the Northwest Territories is committed to supporting them,” said Municipal and Community Affairs Minister Robert C. McLeod at the ceremony. “Along with our partner, the NWT Association of Communities, we are pleased to celebrate and recognize those who selflessly devote their time and effort to building better communities.”

The Muskrat Jamboree Committee was awarded the Outstanding Group Award.

In addition, Florence Barnaby of Fort Good Hope won the Outstanding Elder Award, Renee Ekendia of Behchoko won the Outstanding Youth Award and Marilyn Napier of Fort Smith won the Outstanding Individual Award.

MACA presents the Outstanding Volunteer Awards annually to individuals and groups who have helped improve the quality of life in the NWT through volunteerism. For further details about the Outstanding Volunteer Awards, please visit MACA’s website at www.maca.gov.nt.ca.

Photo by Sgt Ronald Duchesne, Rideau Hall

Kisoun wins Polar Medal Gerry Kisoun was one of 10 to receive a newly created Polar Medal, presented

by Governor General of Canada David Johnston on July 8 in Whitehorse. This new medal celebrates Canada’s Northern heritage and gives recognition to persons who render extraordinary services in the polar regions and the rest of Canada’s North.

“Canada is a northern nation, and the North is integral to our identity and Photo by Sgt Ronald Duchesne, Rideau Hall

Muskrat Jamboree Committee recognized

Photo by Sgt Ronald Duchesne, Rideau Hall

our sovereignty,” said the Governor General. “The creation of the Polar Medal emphasizes the importance that our country places on strengthening our understanding of and connection to the North. Recognizing the outstanding contributions made by those working and living there, which is not without challenges and risks, will make our Canadian Honours System more comprehensive and better able to celebrate the full breadth of Canadian achievement.”

Gerry was recognized as a well respected elder who has worked tirelessly at strengthening the awareness and understanding of northern Canada and its peoples. The Governor General’s office highlighted his work as a dedicated community leader and active volunteer who sits on a number of boards.

National Tourism Week celebrated A wide variety of events and activities took place across the Northwest Territories in celebration of National Tourism Week, which ran from May 31 to June 6.

In Inuvik, activities included Inuvialuit Day Celebrations, a “Selfie” Scavenger Hunt, family film night at the Inuvik Youth Centre, and free town tours courtesy of Tundra North Tours.

Visitors contributed $132.5 million to the Northwest Territories economy during the 2013/14 fiscal year, when the tourism industry attracted 90,000 visitors from around the world – the highest number of visitors in a decade.

“We owe the success and growth of this industry to the tourism workforce that creates memorable experiences for visitors,” said Industry, Tourism and Investment Minister David Ramsay.

“As we increase training opportunities, tourism programs and services, and community infrastructure, we are building a bright future for this industry and the economy.”

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Inuvik is one of the best places in the world for receiving data from satellites in polar orbit.

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We owe the success and growth of this industry to the tourism workforce that creates memorable experiences for visitors.

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MVFL promoted abroad A delegation from the Northwest Territories travelled to Europe in June to promote the Mackenzie Valley Fibre Link (MVFL) to potential international clients and customers. The delegation included Premier Bob McLeod, Finance Minister J. Michael Miltenberger, Minister Robert C. Mcleod, MLA Robert Hawkins who chairs the Standing Committee on Economic Development and Infrastructure, and officials from the federal government and Government of the Northwest Territories.

“The MVFL will enable real-time communication between the Inuvik Satellite Station Facility (ISSF) and southern Canada, making it an ideal location for supporting polar-orbiting satellite operations,” said Minister Miltenberger. “As the MVFL moves towards scheduled completion in mid2016, the next step is to start securing agreements with international clients looking to take advantage of this new state-of-the-art communications link.”

“Inuvik is one of the best places in the world for receiving data from satellites in polar orbit,” said Minister McLeod.

“Investing in the MVFL will make the ISSF more attractive to the international aerospace and scientific communities, helping create a local high-tech industry that will create new jobs and opportunities for our people.”

Their trip included meetings with the Swedish Space Corporation, the European Space Agency, the Italian Space Agency and the German Aerospace Center.

The MVFL project involves the installation of 1,154 km of high-speed fibre optic telecommunications cable from McGill Lake, , south of Jean Marie River, to Inuvik, connecting communities along the Mackenzie Valley with Canada’s high speed fibre optic backbone network.

Approximately 430 km of the cable was installed by April. Following the completion of the Inuvik-Tuktoyaktuk Highway, the fibre route will be extended from Inuvik to Tuktoyaktuk.

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Qiviut clothing store re-opens The Jacques Cartier Clothier – a boutique that specializes in the sale of high-end qiviut garments — re-opened in the Banff Springs Hotel in June. The muskox wool garments are created from hides sourced exclusively from Inuvialuit harvesters in the Beaufort Delta.

“The qiviut venture behind this boutique is a tangible example of successful collaboration between private industry, Aboriginal community members and the government,” Industry, Tourism and Investment Minister David Ramsay said.

“As a result, we have seen economic opportunities and income for Northern harvesters – and with them an opportunity to preserve and promote the culture, tradition and lifestyle that is an intrinsic part of who we are as Northerners.”

With an estimated annual harvest of 1,200 animals, muskox is a main source of meat for subsistence harvesters in the NWT’s remote Arctic communities. In May 2014, ITI’s Hide Procurement Program was expanded to include muskox hides and qiviut.

Chinese media welcomed Approximately 60 Chinese media and tourists visited the Beaufort Delta in August as part of a promotional trip to the Arctic.

The delegates were hosted by Northwest Territories Tourism, the department of Industry, Tourism and Investment and the Town of Inuvik.

Their itinerary included a Northern Games presentation and, a performance by the Inuvik Drummers and Dancers, as well as tours of the IRC craft shop, the Inuvik Community Greenhouse, the Igloo Church and Visitors Centre. The group has developed a feature documentary and short promotional film to be shown on airlines within China.

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The qiviut venture behind this boutique is a tangible example of successful collaboration between private industry, Aboriginal community members and the government.

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Funding promised for Inuvik Satellite Station The Canadian government inaugurated a new satellite antenna and operations building in Inuvik this July, with a promise of $3.7 million in funding for an access road to the facility.

Data received at the Inuvik Satellite Station Facility (ISSF) is used to support emergency preparedness and response, shipping and navigation, environmental monitoring, northern sovereignty and resource development. The new antenna will receive satellite data and imagery and send commands to a new generation of Earth observation satellites.

The Government of Canada is working with the Government of the Northwest Territories, the Town of Inuvik, the private sector and academia to expand and improve the facility.

Their goal is to make the ISSF one of the largest geospatial data receiving stations in the world.

“By investing in geospatial infrastructure for the 21st century, Canada strengthens its position as a world leader in satellite infrastructure,” said Parliamentary Secretary to the Minister of the Environment Dr. Colin Carrie.

“Canadian scientists will use this cutting-edge technology to monitor our land and borders to enhance the safety, security and long-term prosperity of our communities.”

Adult Learners honoured Aklavik’s Carol Elanik received the 2015 Council of Federation Literacy Award for the Northwest Territories during the annual Adult Learner’s Luncheon in Yellowknife in September. Recipients of the NWT Ministerial Literacy Awards were also honoured at the event.

These awards were created by the Minister of Education, Culture and Employment in 2002, and the Council of the Federation in 2005, to recognize adult learners that have overcome learning and literacy challenges or championed literacy to learners of all ages.

“Literacy underpins everything we do,” said Education, Culture and Employment Minister Jackson Lafferty. “The recipients we celebrate today have overcome challenges, have contributed to other learners’ journeys, have volunteered their time and worked together to provide literacy programs for learners of all ages. We honour our Literacy Award recipients today for their courage, dedication and significant achievements.”

The other award winners included Caroline Roux of Yellowknife, Catarina Owen of the Sahtu and the South Slave Divisional Education Council’s Leadership for Literacy Initiative.

Photo by GNWT

Joe Greenland Centre opens

Aklavik’s new Seniors Independent Living Facility opened on Sept. 14. The Joe Greenland Centre includes modern features that will assist residents in their day-to-day living. The design includes no-step entrances to suites, wider doorways

and a main floor bathroom, two barrier free units, a caretaker’s unit, and common space.

“We want our seniors to be able to stay in their communities. With the completed construction of this brand new seniors’ centre, the Northwest Territories Housing

Corporation is ensuring that our elders can stay in their home community while living comfortably and independently,” said Minister Robert C. McLeod.

Second Intergovernmental Council meeting held Leaders from the Government of the Northwest Territories (GNWT) and the Aboriginal governments, who are partners in devolution, met in Yellowknife in September to discuss a range of issues related to lands and resource management at the second Intergovernmental Council meeting.

As a key feature of the Devolution Agreement, the creation of an Intergovernmental Council allows governments to cooperate and collaborate on matters related to lands and resource management.

Leaders from the GNWT, Inuvialuit Regional Corporation, Northwest Territory Métis Nation, Sahtu Secretariat Incorporated, Gwich’in Tribal Council,

Tłıcho Government, Acho Dene Koe First Nation, Salt River First Nation, Denínu Kųę First Nation and the Kátł’odeeche First Nation were involved in the meeting and discussed a range of lands, water and resources issues including resource revenue sharing, capacity building, the state of the resource economy and an update on conservation work in the NWT.

At the Intergovernmental Council’s inaugural meeting in September 2014, direction was given to set up a Finance Working Group to finalize the allocation calculation under the Resource Revenue Sharing Agreement. With this work now complete, Aboriginal governments received their first share

of resource revenues on July 31, 2015.

Approximately $6.3 million has been distributed to Aboriginal governments.

The Intergovernmental Council has identified a number of priorities for the upcoming year, including a focus on capacity building and collaborative work around the Land Use Sustainability Framework.

Photo by: Trevor Lucas Photo by: Jerri Thrasher

An amaruq (wolf) keeps watch in Sachs Harbour.

Participants compete in the three-legged race during Tuktoyaktuk’s Beluga Jamboree.

Photo by: Alex Pulwicki

Education can mean something very different, depending on where you look and whom you ask. In 2015, Inuvialuit from Ivvavik to Ottawa have been busy pursuing their education in various forms. Whether it’s studying biology in one of the most remote national parks in the country or marching with fellow residential school survivors in the streets of the capital, Inuvialuit have risen to the call to explore, discover and push the boundaries of what it means to be Aboriginal in Canada today.

Aarigaa!

Photo by: Merven Gruben

INUVIK & BEYOND

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The Arctic Ocean as seen from the shores of Tuktoyaktuk.

East Three Elementary School students learn on the land with elders.

Photo by: Krista Cudmore

Photo by: Trevor Lucas Hitting the slopes in between classes at Mangilaluk School in Tuktoyaktuk.

Photo by: Krista Cudmore

Photo by: Adrienne Talbot

Cuddling up with furry friends in Sachs Harbour.

Students of Mangilaluk School in Tuktoyaktuk take their classes outdoors.

Photo by: Krista Cudmore

On-the-land education at East Three Elementary School.

Photo by: Robert Wilson

Enjoying Inuvialuit Day treats together.

Passing on traditions in Sachs Harbour.

Uugak (Arctic cod) fishing with elders in Ulukhaktok.

Photo by: Adam Kudlak

On-the-land education at East Three.

Mangilaluk School students learn to fish in Tuktoyaktuk.

Photo by: Trevor Lucas

Drummers and dancers perform at the opening of Aurora Borealis, an exhibit by acclaimed Inuvialuit stone sculptor Abraham Anghik Ruben, at the Prince of Wales Northern Heritage Centre in Yellowknife.

Photo by: Adrienne Talbot

Participants show off their decorated bikes during Oceans Day in Aklavik.

Photo by: Tom Mcleod

Parka, Parks Canada’s mascot beaver, makes friends at Inuvialuit Day celebrations in Inuvik.

Photo by: Britney Selina

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Young snowy owls in Sachs Harbour

Photo by: Adrienne Talbot

Photo by: Trevor Lucas

Bio 20 students at East Three Secondary School took the ultimate field trip to Ivvavik National Park earlier this year.

East Three students show their Pingo Pride in Tuktoyaktuk during a class field trip with Parks Canada.

Participants of Inuvik’s first Walk a Mile in Her Shoes event get ready to strut their stuff down Mackenzie Road.

Photo by: Trevor Lucas

Photo by: Trevor Lucas

Photo by: Trevor Lucas

Photo by: Trevor Lucas

Fishing in Sachs Harbour.

A newly hatched rough-legged hawk in Sachs Harbour.

On the land in Sachs Harbour.

Thomas Thrasher enjoys Inuvialuit Day celebrations in Inuvik.

Cassandra Collison waits in line for cotton candy at Inuvialuit Day celebrations in Inuvik.

Photo by: Alex Pulwicki

Elders on the land in Sachs Harbour.

Photo by: Trevor Lucas

East Three students learn on the land with elder Angus Alunik.

Photo by: Alex Pulwicki

Hunting in Sachs Harbour.

East Three students stop on the ice road during on-the-land education.

Photo by: Adam Kudlak

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Liam Dillon impresses the crowd gathered for the opening of Abraham Anghik Ruben’s exhibit at the Prince of Wales Northern Heritage Centre in Yellowknife.

Photo by: Robert Wilson

Students of Helen Kalvak School in Ulukhaktok Kolten Inuktalik, Daneille Gow, Kiera Olifie, Lucy Ann Okheena, Hailey Akoaksion, Mitchel Inuktalik and Preston Aleekuk help to skin muskox.

The Day family stands with Vince Sharpe’s new search and rescue vessel named “Nauyak” MV Billy Day.

Participants compete in the harpoon throw during Ocean Day events in Aklavik.

Photo by: Trevor Lucas

Cindy Baryluk poses with Parka and Sparky during the Oceans Day parade in Alavik.

Gwen Baryluk at the Children First Centre in Inuvik.

Photo by: Trevor Lucas

The day’s catch in Sachs Harbour.

Fishing in Sachs Harbour.

Traditional foods at Inuvik’s Inuvialuit Day celebrations.

Northern Games at Mangilaluk School.

Emma Dick takes in Inuvialuit Day celebrations in Inuvik.

Charis Dillon attends the career fair at East Three Secondary School.

Photo by: Alex Pulwicki

Olive Pascal attends Ocean Day in Aklavik.

Students from the outlying Inuvialuit communities fly to Inuvik to compete in the Regional Skills Competition.

Photo by: Trevor Lucas

Enjoying outdoor activities in Sachs Harbour.

Photo by: Lee Sacrey Photography for Skills NWT

Photo by: Trevor Lucas

East Three students head to Tuktoyaktuk for Pingo Pride activities.

Photo by: Kongkham Ackharath for the TRC

Margaret Elanik competes in the harpoon throw during Oceans Day in Aklavik.

Photo by: Merven Gruben

Marching for reconciliation in Ottawa.

Passing on traditions to the next generation in Sachs Harbour.

The early thaw in Tuktoyaktuk.

Photo by: Alex Pulwicki

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Photo by: Tom Mcleod

Sliding on the pingos for Pingo Pride in Tuktoyaktuk.

Photo by: Krista Cudmore

Nellie Cournoyea accepts her honourary Doctor of Laws from the University of Calgary.

Photo by: The University of Calgary

The volunteers and participants for Oceans Day in Aklavik.

Photo by: Trevor Lucas

Cooking at Mangilaluk School.

Hunting in Sachs Harbour.

Why

WORDS BY DEZ LOREEN

an Inuvialuit video game could be the answer to a cultural gap

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rowing up here in Inuvik, we attended language classes as a part of our weekly schedule at school. I was in Ms. Albert’s Inuvialuktun class. We would learn new words and phrases and take part in traditional activities like napatchaq, beading and sewing. There were plenty of things to do, and a great teacher to help us along.

We still have those classes in our schools and thankfully we have skilled teachers who are passing along these traditions to our children. My daughter can sing songs in Inuvialuktun and knows the basics of drum dancing – all thanks to these programs.

I want to see those language lessons on a new platform. One that is familiar to myself and a whole generation of youth and young adults who grew up in Inuvik: video games.

What could be the best feature of the game is the interlaced stories, told by Iñupiat elders and storytellers. These aren’t unlocked and left in a menu somewhere, but peppered throughout the gaming experience.

It is features like that that will bring a new audience to the Iñupiat culture.

After reading message boards about the game, and reading the comments by people from all over the world about how the game opened up their eyes to the north, it makes me think that an Inuvialuit video game would accomplish the same for the Inuvialuit Settlement Region and its people.

While ‘Never Alone’ isn’t a breakthrough in gaming by any sense, with its familiar controls and walkabout game mechanics, the real prize is the immersion in the Iñupiat lifestyle.

I would love to be a part Photo by: E-Line Media of the development of an Kids like me grew up with video games. I have Inuvialuit game. It goes back been out trapping, snaring, hunting and to my childhood. As a gamer, some of the fishing, but I am not nearly as tuned into most fun (and frustration) I had was in those skills as some of my peers. button mashers and games of precision like Winter and Summer OIympics. What Turning to technology, until recently, if we had an Arctic Sports video game? meant turning away from a cultural You could compete in some mashing lifestyle. There was nothing I could learn game, like the muskox push. Or a game about my Inuvialuit ancestry in a video of timed presses, like a one-foot high game. I could save the princess, or race kick. Anyone who has played Nagano a car, but I couldn’t hear about stories of Olympics on N64 knows what I am hunters and whalers on the seas. talking about.

That all changed in 2014 when ‘Never Alone,’ a video game made in partnership with the Alaskan Iñupiat, was released.

The result is a rich experience, not just in gaming, but also in culture.

Unforgettable art, blended with colourful characters and graphic design that stopped me in my seat. From the first images shown to the immersive gameplay, this truly is a work of art.

The possibilities are endless. An Inuvialuit-owned video game company could change the way people thought about traditional knowledge. But that’s just the wish of one man who has played too many video games. As I speak, I am turning on the PS4 to play ‘Never Alone’.

Here is to hoping the right people are thinking the same thing I am. Video games could bridge the cultural gap between the old ways of life and the new age.

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CULTURE East Three Secondary School students Kellie Horassi, Angela Koe Blake, Kyla Hvatum, Wallace Goose and Tamara Gordon visit the underwater Arctic viewing gallery at the Vancouver Aqaurium. The aqarium is home to two belugas: Aurora and her daughter Qila.

E SHOCK EDUCATION

Hitting the road to learn about post‑secondary schools, life down south

Words by Nathalie Heiberg-Harrison Photos by Nathalie Heiberg-Harrison, Faith Rogers, Ethan Allen, Sharla Greenland, Tiara Modeste and Luke Terry

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Exploring Vancouver’s seawall.

On May 14, 11 East Three Secondary school students boarded a plane at Inuvik’s Mike Zubko Airport for Whitehorse with their two teacher chaperones – but this was not your average field trip.

Over the next 12 days, the group travelled by bus, train, taxi, ferry, dingy and even limousine, visiting colleges and universities, and experiencing what life would be like if they decided to pursue postsecondary education down south.

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ometimes words can be deceiving.

When East Three Secondary School foods students signed up for the Post Secondary Cultural Exploration trip, many thought they would simply be touring universities and tasting good food. What they didn’t know was that the field trip was a crash course on “down south” culture, and for many of the youth involved, it would

help set their course for their future.

Inuvialuit students Kyla Hvatum, Tamara Gordon, Ethan Allen, Faith Rogers, Wallace Goose and Baily Simard—along with their East Three classmates Kellie Horassi, Emily Rutherford, Luke Terry, Angela Koe Blake and Tiara Modeste—took part. Teachers Patrick Gauley-Gale and Sharla Greenland led the group.

Photo by: Trevor Lucas At the S.S. Klondike Historical Site.

Sharla Greenland and Kellie Horassi dip their toes in Vancouver’s English Bay.

Totem Poles in Alert Bay.

Exploring Village Island.

The entrance to the big house in Alert Bay.

Vancouver’s street art.

Kyla Hvatum on the deck of the North Star of Herschel Island.

A picnic at the farmers market.

A highlight of the trip was getting to explore the North Star of Herschel Island, which is now moored at the Vancouver Maritime Museum.

A bilingual stop sign in Alert Bay.

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The trip began with the flight to Whitehorse, where students toured Yukon College and dined at the acclaimed Klondike Rib & Salmon restaurant. The next day, they left for Vancouver, where their first day was jam-packed with a tour of UBC Farm’s traditional medicine gardens, Vancouver Community College and the Vancouver School of Massage Therapy.

For the next three nights, the group slept in UBC dorms and had a taste of what life would be like attending a post‑secondary school that boasts a larger population than the entire Northwest Territories. They spent the next two days in Vancouver exploring farmers markets, urban and school-run agriculture programs, the Vancouver Aquarium, Granville Island Market and the seawall. A highlight for students was a tour of the North Star of Herschel Island, a sailing Arctic cargo ship first used by trapper Fred Carpenter in 1936 and now moored at the Vancouver Maritime Museum. “Being in Vancouver taught me a lot about how different it is to live in Inuvik,” said Faith Rogers. “The city was such a fast-paced environment. It was never a dull moment.”

Picking fresh rhubarb at North Island Secondary School.

On May 18, the group took a ferry from Vancouver to Nanaimo, where they stayed in Vancouver Island University dorms for two nights. While there, students toured the campus, including a 7 a.m. tour of the baking program and a stop at the International Centre for Sturgeon Studies.

On May 20 the students set off again, this time for the remote village of Alert Bay. They stayed three nights on the small island, first visiting the U’Mista Cultural Centre and learning about the history of the local Kwakwaka’wakw First Nations.

The University of British Columbia’s rose garden.

Wildflowers in Alert Bay.

Picking plants at the UBC farm’s traditional medicine garden.

Taking a tour of the University of British Columbia farm.

Touring the North Star of Herschel Island.

Exploring the Vancouver Aquarium.

Examining critters up close on Village Island.

Traditional medicines at UBC.

Picking some plants to go.

Viewing the belugas at the Vancouver Aquarium.

Cooking at North Island Secondary School.

Touring the culinary program at Vancouver Island University.

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Then students visited North Island Secondary School in the nearby Port McNeill, taking part in a cooking class and meeting students who travel from Alert Bay and other neighbouring communities by boat for school.

cultural sharing project with local Grade 8 to 12 students, as well as elders, teachers and other community members. The day trip included workshops on history, culture and art, and a seaside feast with freshly caught sockeye salmon.

May 22 was a highlight of the trip for many students, when they travelled by boat and dingy to Village Island, or ‘Mimkwamlis, the ancestral home of the Mamalilikulla people and the site of the last coastal potlatch in 1921. On the island, they took part in a

“The one thing I really learned in Alert Bay and on Village Island, I guess, was the importance of community and family” said Ethan Allen. “Everything is shared. If someone mourns, it affects everybody. Everyone just works together in almost perfect harmony.”

The streets of Alert Bay.

Fire cooked sockeye salmon on Village Island.

Alert Bay.

Wild snakes on Village Island.

The artwork of Alert Bay.

Cooking at North Island Secondary School.

Fallen totem poles on Village Island.

Traditional art in Alert Bay.

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Exploring Vancouver’s seawall by bike.

Enjoying the rides at Playland in Vancouver.

Walking Stanley Park.

Exploring the seawall.

Playland in Vancouver.

Riding the Aquabus in Vancouver.

the mall shopping for grad dresses and “We got to learn about their culture, suits, before flying to Whitehorse and then which was pretty interesting,” added Tiara back to Inuvik.

Modeste. “All the stories behind their “I do think that I would “It’s important to masks, and how they show their fit best at Yukon College. travel outside the stories in masks North just to see the It wasn’t as busy as the world. Get an idea and carvings and of what life is like through dance. I southern schools and outside the North. thought that was Whitehorse is a beautiful It’s good to see how pretty cool.” different things work town that I would be The next day in the world, see comfortable in.” what you like. See students travelled where you’d like to by ferry, bus, plane live or just be able to experience different and train back to Vancouver, spending things, instead of having to deal with or try their last night at a hotel in the heart of downtown. They had the option of spending the same things every day,” said Ethan of their last day at an amusement park or at the Post Secondary Cultural Exploration trip.

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Learning about traditional medicinal plants at the UBC Farm.

“Travelling brings new opportunities. The north is limited with certain things, and we got to open our horizons a bit.”

Enjoying the rides at Playland.

The ‘Namxxelagiyi mask of the ‘Namgis people in Alert Bay.

“My favourite part of the trip was the food.

My most memorable meal was Gateway to India in Nanaimo. The assortment of foods there – everything was so exotic, but it also had a realm of different flavours.”

that I would fit best at Yukon College. It wasn’t as busy as the southern schools and Whitehorse is a beautiful town that I would be comfortable in.”

“My favourite school was probably In addition to touring post-secondary Vancouver Island University,” echoed schools and taking part in cultural Ethan. “It was the most realistic. It was just exchanges with local First Nations, a big nice. It had a kind of calm sense to it, yet focus of the trip was on eating varied, and there were also a lot of different things often exotic, foods. going on at the Students dined at same time. The “It’s good to see how Canadian, American, sturgeon program different things work in Italian, Thai, Indian, and the chefs Japanese and the world, see what you kitchen seemed Lebanese restaurants. really promising in like.

See where you’d They even ate my eyes – it just pub-style food at a like to live or just be able seemed like an floating restaurant all around good to experience different in Nanaimo, and school. It was also had a picnic of things, instead of having in a really nice fresh produce at a location.” to deal with or try the farmers market. “My favourite meal was at same things every day.”

Tiara said she Nuba, the Lebanese signed up for the restaurant in Vancouver,” said Tiara. “The trip because the furthest she had travelled baked cauliflower was amazing.” before was to Edmonton. “It was something I had never done before. I wanted a new The students and chaperones balanced adventure,” she said. “Travelling brings their gluttony with walking – a lot of new opportunities. The North is limited walking. Overall, the group estimates they with certain things, and we got to open our walked more than 130 km on the trip, horizons a bit.” exploring cities, towns and post-secondary schools with their own two feet.

Tiara said that in addition to learning that running shoes are a must on a trip like “All of the campuses we visited were so this, she also learned that post-secondary beautiful, and I saw myself going to each school isn’t intimidating, lofty goal like of them,” said Faith. “Although it was she had imagined. “I learned that we can gorgeous, I think that UBC was a bit too upgrade at college, and that they would hectic for me. I really liked Vancouver help us. We don’t need to do everything on Island University and their awesome our own. I see now that it’s not that scary. location. They had the best view from There are a lot of opportunities.” a school cafeteria I’ve ever seen. I don’t think I can pick a favourite, but I do think

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ATTITUDE IS EVERYT Photos by David Stewart

An interview with fourth year carpenter apprentice Terrance Allen on work, school and reaching for the stars

HING N

othing is going to stop Terrance Allen from achieving his dreams. The 23 year old from Inuvik, a carpentry apprentice with Inuvialuit Development Corporation, sat down with Tusaayaksat to talk about his big plans for the future.

Terrance recently completed Level 3 of his training in Fort Smith and hopes to become a certified Journeyperson next year.

After graduating from Samuel Hearne Secondary School in Inuvik you took an introductory carpentry course at Aurora College. How did that go?

It was a really good course. I had a really good teacher, John Walker from Tuk. He was a really

good teacher and he noticed I was good at it.

I just naturally knew how to do it, so he really encouraged me to do more. He’s a really good guy. He had a really good sense of humour and always made us laugh. We wrote our trades entrance exam after the course and I got the highest mark in the class.

After completing your exam you didn’t immediately go into carpentry, but instead went south for deckhand training. What led you down that path?

I remember it like it was yesterday. I was walking up Mackenzie Road toward the library, across that bridge, and Jerry Lennie came up to me and asked me, “Are you interested in this?” He showed me these papers for a deckhand training course.

“You can go within the week.” And I was like, “What! Sign me up!” Just spontaneous. I learned so much, and I’m glad I decided to do it. We spent a couple months down in Fort Smith, then a month and a half in Ladysmith on Vancouver Island. Man, it was such a good time. I met so many nice people. I learned lots. So many knots!

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What happened after the course? Did you work as a deckhand like you had planned?

They said I was guaranteed a job when I came back, but then nothing happened. I was waiting maybe a week. So I started looking, and then Lazarus Maring at IDC called me and said, “Are you looking for a job?” I was like, “Yeah I am!”

I hardly knew him at the time, and he came to me. It turns out he had gone to the college and found out who took the carpentry course, and they gave him the name of the top student, and that was me. I got the job July 8, 2011. I’ll never forget that date.

Seems like pretty lucky timing.

I don’t think it’s the luck. I think it’s the pull.

Everything that we experience, we pull towards

us by our current feelings and our thoughts.

So your current situation now is a result of your previous feelings and thoughts. You pull everything toward you. Everything in your life.

When Lazarus called me that day, I was already looking for a job. I don’t think it was a coincidence that it came to me. It was meant to happen now.

I’ve been with IDC for five years now.

What keeps you striving to achieve your educational goals?

You see people on the streets, people who have all these trades. Or people who went to school and stopped. Either they don’t look like they’re healthy or they’re not focusing on themselves or they’re not progressing. And I didn’t like that.

I didn’t like seeing that. So for me, I don’t want that for myself. So I like to go for it. Finish it.

Everything that we experience, we pull towards us by our current feelings and our thoughts. So your current situation now is a result of your previous feelings and thoughts.�

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Who drives you?

What positive choices do you make now?

My mom Agnes. She has helped me forever.

Lazarus too. He pushed me to go to school. He pulled some strings. He’s the guy. But mainly myself. So I just had the mindset where I knew nobody was going to teach me this or that. I went on my own. I wasn’t really that healthy of a person when I was younger, but I was always active. That kept me going. I was always outside.

Now that I’m older and I’ve moved out on my own, I’m really trying to make positive choices in my life.

I try to make healthy choices. I watch what I say and what I do. You are what you eat. You’re a result of your healthy choices. Lately I’ve been active with yoga, running and swimming.

I want to really help people. Doing all these activities, like running and yoga, trying to have healthy thoughts, reading all these books, just to keep myself up so I can be a good example for everyone – and myself. I want to help a lot of people. Positive thinking does bring you positive things in life.

Know that positivity can overcome any negativity anytime.

Know that a good feeling, like love for example, conquers all.”

Keep moving.

Keep learning.

Keep experiencing.

Never stop.�

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Positive thinking does bring you positive things in life.”

How does it feel to have a full-time job and a place of your own?

How do you stay positive around negative people?

It feels pretty steady. Normal. It’s good to have a home. It’s good to have a job. I’m grateful for it. Being grateful is very powerful. It’s just something invisible that only you yourself would know if you’re grateful or not. If you’re grateful, then more things will come. We are powerful people. The right attitude will give you the right circumstances. It’s all about your attitude. It basically does everything for you.

It’s a simple test, see, how is life treating you at the present moment? If someone says good, then they have a good attitude. If someone says life it bad, then you have a bad attitude. So you can basically change how you see everything, how you look at everything. You can see it with different eyes. And your results change. That’s what happened to me. I want to be around people and make them feel good because of how I’m treating myself. The way I’m feeling. I want to go high in life. Everything is beautiful around us, you just have to train your eyes. Everything you receive in life is a reflection of the feelings you put out. And you can ask for help. I did it. I got answers.

Know that positivity can overcome any negativity anytime. Know that a good feeling, like love for example, conquers all. That’s why you feel good around good people, and bad around bad people. That’s just the way it is. There’s an invisible field of energy around you. Your heart, which is connected to everything in that field, will pick up negative or positive energy. Through experience we feel the environment we put ourselves in, which will determine our attitude we show the world. The attitude you give out is the attitude you’ll get back, and that goes for everything.

What advice do you have for Inuvialuit youth hoping to achieve their dreams?

Keep moving. Keep learning. Keep experiencing.

Never stop.

We are powerful people.

The right attitude will give you the right circumstances. It’s all about your attitude.�

36

Reaching new heights Congratulations to Inuvialuit of all ages for achieving their education goals in 2015

Photo by: Tom Mcleod

Photo by: Faith Rogers

Photo by: Trevor Lucas

Photo by: Tom Mcleod

Photo by: Tom Mcleod

Education is empowering. Education is enriching. Education can open your eyes and open doors to opportunities you never thought possible. Whether you are graduating from preschool, kindergarten, elementary school, high school or college, Tusaayaksat will be there to help celebrate your success. Congratulations to all the graduates of 2015 across ˆ the Inuvialuit Settlement Region and beyond. Aarigaa!

Photo by: Tom Mcleod

sher Jerry Thra

Photo by: Tom Mcleod

Photo by:

Photo by: Tom Mcleod

Photo

by: Fait

rs

h Roge

ers

Faith Rog

Photo by: Tom Mcleod

Photo by: Tom Mcleod

Photo by:

Photo by: Jerri Thrasher

Photo by:by: Jerri Thrasher Photo Jerry Thrasher

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PRESENTS THE CLASS OF

PRESENTS THE GRADUATES OF 2015

Photo by:Tom Mcleod

Photo by: Krista Cudmore

Photo by:Tom Mcleod

Photo by: Jerri Thrasher

Photo by: Krista Cudmore

Photo by:Tom Mcleod

Photo by: Krista Cudmore

Photo by: Krista Cudmore

Photo b y:Faith Rogers

Photo by: Krista Cudmore

Photo by:Tom Mcleod

Photo by: Faith Rogers

Photo by: Krista Cudmore

Photo by:Natalja Westwood

Photo by: Faith Rogers

Photo by:Tom Mcleod

Photo by: Krista Cudmore

Photo by: Krista Cudmore

Photo by: Faith Rogers

Photo by: Faith Rogers

r

Photo by: Jerri Thras he

Photo

rs

h Roge

by: Fait

Photo by: Tom Mcleod

Photo by: Tom Mcleod

Photo by: Faith Rogers

Photo by: Krista Cudmore

Photo by: Natalja Westwood

Photo by: Jerri Thrasher

Photo by: Tom Mcleod

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Photo by: Tom Mcleod

Photo by: Jerri Thrasher

Photo by: Jerri Thrasher

Photo by: Tom Mcleod

od le : Tom Mc Photo by

Photo by: Faith Rogers

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Lessons

Elder Leonard Harry shares what he learned in his outdoor classroom

from the land

Words by Nathalie Heiberg-Harrison Photos by Leonard Harry

L

eonard Harry likes to say that he learned everything there is to know about living on the land from ‘the Professor,’ his grandfather Harry Inukighilak “I called him professor because he knew every living thing in the North. We had to learn those from A to Z. We had to learn every day,” says Leonard. “We had to get up at six o’clock in the morning and learn the way he was raised from his parents.”

Leonard Harry was born in Aklavik on Dec. 29, 1940 to parents Martha and George Harry. Raised on the land until he was a teenager, Leonard learned the ways of the land from his family.

“As I was growing up we had to learn everything naturally, like weather, environment, biology, geology, what’s going on with the land,” he explains. “We were learning to hunt caribou, rabbit, muskrats.

We were learning to farm the land. We were the farmers. Wildlife farmers.”

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Leonard was just a young boy when he shot and killed his first caribou. He went with his father, who packed a Marlin 30-30, and remembers getting so warm following the fit hunter on foot that he had to take off his jacket. “On the land, we sneak up to that caribou,” he says. “Every step of the way I could remember. The wind was blowing this way and that. Caribou must be in the headwind. No going for the caribou in the headwind because they’re going to smell you. We had to go sneak. Then I shot big caribou. Big one.”

“As I was growing up we had to learn everything naturally, like weather, environment, biology, geology, what’s going on with the land” Leonard says he “graduated” at the age of 12 when he received his own dog team of four and was outfitted with harnesses, a toboggan and traps. “Our culture is worth knowing, but you have to learn it from the start, from day one,” he says.

Leonard says that some of Harry Inukighilak’s teachings are getting harder to follow, like reading the weather, because of global warming and the uncertain Arctic environment. “We don’t teach it anymore. It’s really changing,” he says.

“Our culture is worth knowing, but you have to learn it from the start, from day one,� he says.

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Leonard remembers one morning growing up on the land when his grandfather announced, amidst wind and snow, that he was going to go set traps. He hitched his dogs and left. Not 15 minutes later, the skies cleared and it was sunny.

“He knew,” Leonard says.

Now, because of the modern day expenses of maintaining a camp, Leonard spends most of his time in Inuvik. He says he misses the land most during muskrat hunting season.

This past summer, Leonard spent three weeks on Kendall Island whaling, tending to camp and helping to teach the next generation what he learned from the past.

“I teach ‘em young punks who don’t know how, because they don’t know how. They want to learn but you have to tell ‘em like my grandfather. I’m like my grandfather now. ‘You have to know this because you will be in trouble,’” he says.

“A few times I crossed my learnings. Every time I do that I’m in trouble. When I think, ‘Oh, my grandfather never knew nothing,’ that’s when I get in trouble. I think, ‘I should have listened to him.’”

Leonard’s

lessons from the land 1. Respect people

“The first thing my parents taught me was respect. Respect, respect, respect.

The first thing is to people. No matter whether they’re brown, red or white, respect them, because they’re the same as you. They’ve got a heart. They’ve got everything.”

2. Respect wildlife

“My enemy is grizzly bear, wolf, foxes, all those things that are predators. You need to respect them.”

3. Respect the land

“It’s a dangerous world out there.

Extremely dangerous. If you don’t know how to handle the environment, forget it.

You have to respect the land.”

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NORTHERN GAME SERIES

The wrist hang is an Inuit game of pain resistance. Elders introduced the resistance to pain games specifically to deal with freezing conditions Inuit faced daily. Both men and women had to build their own endurance to the demands of living in the Arctic. These pain resistance games mimicked the Arctic weather conditions and enabled Inuit to tolerate the freezing weather conditions from snow and winds. In these extreme Arctic conditions, freezing your face, ears, hands and feet were common.

WRIST HANG Words by Northern Games Society Photos by Nathalie Heiberg-Harrison

James Day Jr. demonstrates the wrist hang

DO TRY THIS A 54

There are three variations to the wrist hang practiced today: male, female and youth. Below, James Day Jr., Courtney Larocque and Donald Kuptana demonstrate the youth wrist hang.

1.

To start, the participant sits on the floor with his or her legs crossed.

4.

The participant lifts himself or herself off the floor and above the stick.

2.

The handlers hold the stick level with the top of the participant’s head.

5.

The handlers walk forward for a distance.

In competition, participants are judged by having the proper form for the longest distance.

3.

The participant grips the stick with both hands.

6.

For a further challenge, the handlers stay in place and lift the stick to shoulder level.

Northern Games and Proper Techniques

AT HOME

8.

7.

The participant returns their legs to the starting position.

9.

For a further challenge, the participant lowers himself or herself from the stick, making sure to not touch the ground.

The participant straightens their legs forward and parallel to the ground to enhance core strength.

10.

Then, the participant pulls himself or herself back above the stick.

11.

To finish, the participant lowers himself or herself back to the ground.

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GROWING UP ON THE

DANCE FLOOR

11-year-old Felicia Elanik learns love, respect from her ancestors’ songs Photos by David Stewart and Nathalie Heiberg-Harrison Words by Nathalie Heiberg-Harrison

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Asking Felicia Elanik to recount her earliest drum dancing memory is the same as asking her to describe the day she learned to walk – she cannot answer, simply because she has been doing it for as long as she can remember.

Watching Felicia dance now is akin to watching a bird fly or a fish swim. Even if you don’t know all the steps and moves and songs yourself, it is as clear as day that right there, on that dance floor, surrounded by friends and family, is where she is supposed to be.

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F

elicia attended her first drum dance practice in 2002 at the age of two.

“I wanted to revive my culture again, so she could learn what our tradition was,” says her mother Kendra. “Also, drum dancing teaches respect. It helps with your real life, and you’ll take that to work or to school.”

Felicia, now in Grade 7 at East Three Secondary School, goes to practice every week at Ingamo Hall to dance with the newly formed Beaufort Delta Drummers and Dancers. She also dances at school, where her classmates look up to her as a skilled drum dancer. “I usually go in the front so other people can see and they can learn,” she says. That’s how she learned, she says, by watching other dancers and practicing until she got it right.

Born in Inuvik, Felicia travelled often when she was younger for her mother’s schooling, spending time in Edmonton, Aklavik, Fort Smith and Yellowknife. Now settled in Inuvik, she has fond memories of practicing with the Inuvik Drummers and Dancers at Ingamo Hall, the Inuvik Community Corporation and the Inuvialuit Communications Society.

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Her favourite dance is the friendship dance, a partner dance that shows the unity of two women in friendship. She has been doing that dance for as long as she can remember, and used to dance it together with her mother when she was a child.

Once, Felicia recalls, she was reduced to tears at a community event because she had gone to the bathroom only to return and find out she had missed the dance.

It won’t come as a surprise that Felicia’s enthusiasm for drum dancing has translated into many different travel opportunities. In addition to performing at local events like the Muskrat Jamboree, the Sunrise Festival, weddings and anniversaries, she has travelled to Aklavik, Whitehorse and Alaska to dance for big crowds. She has been to Kivgiq in Barrow, Alaska, twice —once in 2006 and most recently in 2015.

“It’s fun travelling,” says Felicia, who hopes to travel and teach drum dancing more as she gets older. “Kivgiq was really fun.

We did lots of stuff and went to different practices. We learned other styles of dancing and I met lots of people my age.”

“I’m proud of her,” says Kendra. “I’m happy she’s learning. I’m happy she gets to teach the younger kids, or even older people, how to do it. She’s showing her heritage, showing people around the world how we dance, showing what the true meaning of being Inuvialuit is.”

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INUVIALUKTUN LANGUAGE GAMES #5

‘FILL-IN-THE-BLANK GAME’ WORDS AND TRANSLATIONS BY ICRC

‘FILL-IN-THE-BLANK GAME’

UUMMARMIUTUN inuvialuktun language games #5

Fill in the blanks with k or q in Uummarmiutun

1. A_ U

2. A_U

3 . PA NI_

4 . PANI _

5 . _ INI_

6 . _ INI_

7. _IPM I _

8 . _ IP M I_

9 . _ IP MI _

10. U_P I _

11. U _ P I_

12 . U _ P I_ ANSWERS

1. AQU 7. QIPMIK

2. AKU 8. QIPMIQ

3. PANIK 9. KIPMIK

4. PANIQ 10. UKPIK

5. QINIQ 11. UQPIK

6. KINIQ 12. UKPIQ

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‘FILL-IN-THE-BLANK GAME’

SIGLITUN inuvialuktun language games #5

Fill in the blanks with k or q in Siglitun

1. A_ U

2. A_U

3 . PA NI_

4 . PANI _

5 . _ INI_

6 . _ INI_

7. _IM MI _

8 . _ IM M I_

9 . _ IM M I_

10. U_P I _

11. U _ P I_

12 . U _ P I_ ANSWERS

1. AQU 7. QIMMIK

2. AKU 8. QIMMIQ

3. PANIK 9. KIMMIK

4. PANIQ 10. UKPIK

5. QINIQ 11. UQPIK

6. KINIQ 12. UKPIQ

‘FILL-IN-THE-BLANK GAME’

KANGIRYUARMIUTUN inuvialuktun language games #5

Fill in the blanks with k or q in Kangiryuarmiutun

1. A_U

2. A_U

3 . PA NI_

4 . PANI _

5 . _ INI_

6 . _ INI_

7._INM I _

8 . _ INM I_

9 ._ INM I_

10. U_P I _

11. U _ P I_

12 . U _ P I_ ANSWERS

1. AQU 7. QINMIK

2. AKU 8. QINMIQ

3. PANIK 9. KIMMIK

4. PANIQ 10. UKPIK

5. QINIQ 11. UQPIK

6. KINIQ 12. UKPIQ

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A Look Back at St. John’s Eskimo Residential School

Photo courtesy of the Inuvialuit Cultural Resource Centre/Shepherd Collection 41

Words by Charles Arnold Images courtesy of the Inuvialuit Cultural Resource Centre Translation by Lillian Elias

First arrivals at school 1929 Hivuliit iliharvingmi 1929mi

Tentative smiles, and some apprehension, can be seen on the faces of children in an aging photograph taken at Shingle Point in August, 1929.

A

note on the back reads: ‘First arrivals at school 1929.

Big boy – Little Thomas; small boy – Walter; bigger girl – Lena; small girl – Lucy’. The children may have been as uncertain as Martha Harry was on her first day at St. John’s Eskimo Residential School two years later, in 1931.

In a 1991 interview she recalled, “First time when I went to school I was scared because I never knew anything about English ways, I really didn’t know. Only thing I knew little was ‘Good morning and ‘Good night’ but the other English I never knew.”

Attending school was not compulsory in the Northwest Territories in 1929. There were only two other schools in the Western Arctic; both were in Aklavik, where the Anglican Church ran a day school for children in the community and the Roman Catholic Church operated the Immaculate Conception Residential School. At that time most Inuvialuit were Anglican, and only a few Inuvialuit families lived year round in Aklavik, so for most Inuvialuit the schools in Aklavik were not an option for their children. According to Anglican Church lore, Inuvialuit parents and community leaders asked church officials to establish more schools. They felt that enrolling the children in a mission school would help prepare them for the changing times - although only for a few years, so that they wouldn’t lose their ties to their culture. For Bishop Archibald Fleming, who was in charge of the Anglican Church’s Mackenzie District, the most pressing need at the time for the limited funds that he was able to raise was for hospitals and medical care. So he looked to Shingle Point as a temporary answer to the request – in his words, an ‘experimental residential school’ for the Western Arctic.

Iglanganguaqtuat, ilangit iglangatquȓauȓuat, tautungnaqtut kiinangini nuttaqqat ingilaaraanihat pikshaaliuqtat Tapqami Ahiarniarvingmi 1929mi.Tunuani aglait itnaqhimaniqhut; Hivuliit ukuat ilihariaqapiaqtuat 1929mi.

A

ngiȓuaq angun- mikiȓuaq ahiin Thomas; mikiȓuuȓaq angun-Walter; angiȓuani arnaiyaani – Lena; aahiin mikiniqȓaq –Lucy.’ Nutaqqat nalupqihuugungnaqtuat Taimani Martha Harrytun hivuliqpiamik uvlungani ilihariaqhaapiaqtuq St.John Inupiat iliharviat Tugliani Ukium , 1931mi.

1991mi apiqȓurrarmani itqagiȓani,’’Hivulirmi ilihariaqhaaqama iqiniuqtuanga nalupiqlunga taniktun uqauhingannik,nalupiaqlunga.Una kihian tavȓa ilihimakara uvlaami unalu hinilautarrin’atlanik nalupiaqtuangaa tanguȓaarninik.’’

Iliharriaqtarniq piyaȓiaȓingitkait ilihariaquungitkait Northwest Territoriesmi 1929mi. Malrutualuuk iliharviik Uaalinirmi Tariuptingni Aklarvingmi, Ainglikat angaatjuvingini amuvlugit ilihaqtitangit nutaqqhat inauȓamingni Kaałilu angatjuviata aulalugi ilihaqtitchihuuȓuat.Taimani Inupiat inugiaktut ainglikauȓuat, qafitchiaguȓuat Inupiat inuuniaqtuat Aklarvingmi, Inupianun iliharviit Aklarvingmi inupianun nutarnginun ihumaarniaqługi qanuq ilihautinikkun . Ukaut ahiin tavȓa ainglikat katimaȓingit, Inuvialuit angayuqaariit ukuatlu ihunniuqtingiha apiqȓuqlugit angatjuvium angalatchiȓingit munaqȓingit iliharvingnik napailamagaaming iliharvingchiakȓamik.

Ihumavluting ilihariaqtitkumihigi nutaqqhat aulaqtilugi aimavinginnin ikayurayarait atlamik inuuhimik qafitchauȓani ukiuni itkatuluaqpan, Tmaitqungilugi inuuhimingnik taitna ihumatigivlugi. Ataningat qaukiłiq Bishop Archibald Feming, munaqȓingat anglikkat Uaalinirmiut nunanganni. Hapiqȓaraluaqhuni maniktigun taamna patchakhautigikanga ungiqȓulauȓaqhuting huȓarauraqhuting nakinliqa aniarvingmik napailahiȓut munaqȓivingmiklu aniaqtuat ikayulahivlugi . Ahiin una Tapqaq hivikitchuamik inigilaqhaarlugu kiuhimaȓuq ihumagiȓangat– quliamini ,uukturautiłhinaq iliharvik aimavinginnin aulautilugit,Uaalinirmiuni Tariumi.

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Eighty years on, Shingle Point may seem like an unlikely place for the Anglican Church to establish a residential school. Tapqaq, the Inuvialuktun name for Shingle Point, translates as ‘sand spit’ and aptly describes its location in a remote part of the Yukon arctic coast, distant from Aklavik which was rapidly becoming the centre for commerce and government services in the Western Arctic.

However, Inuvialuit have lived along this stretch of coast since “Time Immemorial.”

In the early 1920s Shingle Point had been a thriving centre for the fur trade, with the sand spit providing shelter for whaleboats and schooners owned by Inuvialuit who brought their furs to the several trading posts that operated there.

In 1922 the Anglican church relocated their mission from Herschel Island to Shingle Point, and started a day school for local children. But in 1925 an influenza epidemic resulted in many deaths in the Western Arctic. The trading posts at Shingle Point were closed, and with declining enrolment the mission school ceased operation. Although a few people still lived at Shingle Point, Bishop Fleming’s reasoning was that now-empty buildings and the church and mission house could be converted at a relatively low cost to a school and residences for students and staff.

Shingle Point 1925 Tapqaq1925mi

Photo by William Geddes 80tun,Tapqami ihumakaming inillagvigilugu ihumanaitkaluarniqhuat napailuting iliharvingmi angaatjuviqiȓit . Tapqaq,Inupiatun atinga, mummiktininga ‘ hiuqqat ilutangat’ unalu ittna ilihimata ittuq ini nalunaqtuq tamaniriuinaq ittuq Yukon Tariungatailagigaa ,ungahiktuq Aklarvingmin inigiagutigaat huȓaraqaming havagvigivlugulu Kavamat Uaalinirmi Tariumi . Aglaan ,Inupiat inuuniaqhimaȓut aipaanga qanga tamana nuna inuuniarvihimagaat tariurlu “nalunaqtuq qangaaglaan.”

Hivuqpangi 1920tit Tapqaq inigihukaat inilautaq amminik tauqhirniaqtit aminik Inupiat tuniuqhaivigihuukangat amminik , hiuraq nakuarivlugu umiaqpangnun qilalugarniarutimingnunlu tulagvigingman uquurviqaqrman qafiuȓuat tauqhirniaqtit amminikinillaktat tavrunga inipiat umianginun, umiangit anguȓamingnik tavȓungauȓivluting tunyaqturvigivlugi qafiuȓuat tauqhirniarviit amminik tauhiruuȓuat.

922mi ainglikkat angaatjuvingha angalatchiȓingit nuuttuat Qikkiqtarȓungmin Tapqamun , Iliharvingmik ahiin angmaivluting iliharriaqtarvingmik nutaqqanun aimavingmingnin, Aglaan 1925mi anniarun hiakpauȓaqtuaq inungnun inugiaktuanun taimani inuit tuquqpauȓaqtuat Uaalinirmiut tariungani. Tauqhirniaqtit umikhuting.,miklivlugu ilihariaruktuat ikiłivlugit angmainiaqtuat iliharvingmik. Qafitchaagugaluaqtuat Tapqami inuit inuuniaqtuat, Bishop Fleminggum uuktuaruta qapingahiȓuq iglut imaiqhuting angaajuviit inikȓautigaluangat angaajuviliqiȓit ikayuinniaqtuallu iglukȓautaat iliharnimik akipqauȓalik.

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St. John’s Eskimo Residential School at Shingle

Their collection of photographs taken at Shingle

Point opened in August 1929, with a staff of four.

Point, which are available at the Inuvialuit Cultural

The Reverend Herman S. Shepherd was the

Resource Centre in Inuvik, together with letters and

principal, his sister Priscilla Shepherd was the

reports written by school staff and memories of

nurse, Bessie Quirt was the teacher, and Florence

former students provide intimate glimpses of life

Hirst was in charge of the meals. Marguerite

at Shingle Point during the six years that the school

Latham joined the staff in 1930 as kitchen

was in operation.

supervisor. Reverend Shepherd and Marguerite

Photo courtesy of the Inuvialuit Cultural Resource Centre/Shepherd Collection 53

Latham married the following year.

Shingle Point school staff 1930 Tapqami iliharvium havaktingi1930mi

St.John Inupiat aimaviting unilugi ilihariqtuat

Tutqutangangik pikchaat Tapqami pikchaliuqtani,

angmaraat Ahirniarvingmi 1929mi, hihamanik

tautuguktuni tautuktuarnaqtut Inuvialuit Uqatchinit

havaktiqaqhuting. Reverend Herman S. Shepherd

havagviani ittut Inuuvingmin, atautchuktauut

atanirivlugu principal, nukanga Prisciilla Sheperd

aglaktangik quliaqtangit iliharvingmi havaktit

munaqȓiuȓaq,Ilihaȓȓi Bessie Quirt, Florence Hirst

piguumanaitchuat iliharnat ilihariaqtuat tavȓunga

niqliuqti. Marguerite Latham ilaliutiȓuq havaktuanun

inuuniarningat Tapqami itchakȓani ukiuni

1930mi atanauȓanguqhuni niqłiqivingmi.

angmaman iliharvik.

Reverend Sheperd Marguerite Latham katitiqtuak taaptumani ukiumi.

Photo courtesy of the Inuvialuit Cultural Resource Centre/ Shepherd Collection 35

Hivulirmi ihagutiqhaaqaming iliharvik 17nik iliaqtuaqaqtuat itchakȓat aimavingmingnin ilihariaqtaqtuat.

Prisilla Shepherd,munaqȓiuȓaq Tapqami iliharvingmi, agalktauȓuaq angaatjuviit quliaqtanganik nukaqliq angugauȓanin itchkȓatun ukiulik angayuqliq ahiin 13tun ukiulik. Hihamat arnaiyaat pipiuȓauȓut huli, qulianga ittnaqhimaȓuq,ilangit ahiin itchakȓatun 14tulu akunarangni aglaan,Qafitni ukiuni angmaimata, iliharriaqtuat inugiakhiȓuat Tapqam iliharviani itnatun agliȓuaq 30nguq huting iliharriaqtuat.Iliangit aimavingmingnin; tamaani inuuniaqtuat angayuqaangit Tapqami. Ilangit ahiin

Shingle Point students 1929 Tapqami ilihaqtuat 1929mi

ungahiktuamiiluting tatqavangnga qiavluting qitunarariit anguniatuat naniriaqtuqtualu tamaani inuuniaqtuat

In its first year of operations, the school had 17 children in residence and six attending as day students.

Priscilla Shepherd, the nurse at the Shingle Point Indian Residential School, as the school was also called, wrote in a church newsletter that the youngest boy was six and the oldest thirteen. Four of the girls were still babies, she noted, with the remainder being between the ages of six and fourteen. Within a few years of opening, enrolment at the Shingle Point school had grown to about 30 students. Some were day students, whose families lived at Shingle Point. Others were from families that spent the winters trapping in distant locations. A few were orphans. The Anglican Church also brought in several children from the Central Arctic.

Reverend Thomas Umauq, the first ordained Inuvialuit minister, moved from Herschel Island to Shingle Point in 1929, and remained there until 1934. In addition to his religious duties, Reverend Umauq helped with the operation of the school, and he and local men who were

Ilangittauq ungahiktunni inuuniaqtuat ungahiktuamin iliharriaqtuat tauq inugiaktut . Qafit tauq ilangit angayuqaagilat. Ainglikat angaatjuvingmikkun qarikchuuȓiȓuat taavangahaarȓuk tatqavangnga Tariumin.

ReverrendThomaa Umauq,hivuliqpiaq minihatangutuaq Inupianin, Nuutuaq Qikiqtarrungmin Tapqamun 1929mi, ahiin tavȓanga nuungitchuq 1934mun aglaan.

Minihitaugaluaqhuni alarakȓuraluaqhuni,Reverend Umauq havaktauhuumiuq iliharvingmi,tavȓani inuuniaqtuanik ikyuługut angugaiyaat angunirriarutihuugait angugaiyaat qalungniariartivlugilu.

Inupiat ahiin arnangit,Thomas Umaum nuliangata Susie Umauqaum ilihautiuȓaqlugi ikayuruugai kilaiyarnimik . Uumali qulianga Bishop Fleming, ukuat ainglikkat angaatjuvingitta ‘’ piihaalugi pihungitkai {ilihaqtuat} kilunmun inuuniarningat avayqutchailihukkait inuuniarutaat atlanguhailivlugu inuuniruhingat maani Tarium.’’

hired as assistants took the boys hunting and fishing.

Umauq, helped the girls develop their sewing skills.

According to Bishop Fleming, the Anglican Church was “anxious not to unfit [the students] for the life which they must lead under ordinary circumstances in the Arctic.”

Thomas and Susie Umauq Thomas nuliangalt Susie Uumauq

Photo courtesy of the Inuvialuit Cultural Resource Centre/Shepherd Collection 38

Inuvialuit women, including Thomas Umauq’s wife Susie

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Living at Shingle Point provided challenges for staff and students. Teacher Bessie Quirt later wrote “In these buildings there was no electricity, and no indoor toilet facilities. Driftwood that had washed up on shore was burned for heat. Drinking water was obtained from a nearby fresh water lake, and brought as blocks of ice by sled in winter and in a barrel rowed across the bay in a dory in summer.”

Martha Harry felt sympathy for “Miss Quirt,” being the only teacher: “After she taught in a day she would lose her voice because she was the only one. Because, too, some of the children were silly. […] Sometimes they didn’t listen. She [would] yell at them so much that she would lose her voice! She sure could work, just one teacher for all the children there.” David Roland, who attended at Shingle Point from 1932 to 1936, recalled “In winter it’s always stormy and when it blows it’ s very strong sometimes. Sometimes when it does that, they would tie a long rope from our houses to the Mission House where we eat. So when it gets stormy, we would hold on the rope and go to our room by the rope.”

Within a few years, Bishop Fleming believed the school’s experimental stage was over, and he began planning a permanent Anglican residential school in Aklavik. The All Saints Residential School opened there in August 1936, and most of the students at Shingle Point were transferred to the new school.

Over the winter of 1938-39, two years after the staff and students of the Shingle Point school had been relocated to Aklavik, a winter storm damaged the school buildings at Shingle Point, and eventually were washed away. It is tempting to see this as a prophetic event, symbolizing the beginning a new era in which an education system that sought to

Inuuniarniq maani Tapqami ilaani hapiqȓalaavluting inuuniaraqtut havaktit ilihaqtualu. Bessie Quirt, ilihauȓi, kingnuvangagun aglakhimaniqhuaq “Matkunani igluni huamataitchugut naniitchugut iglum iluani. Qiȓrungnik hinaanun tivȓanik qiȓuktuqhuta unaagutikȓaptingnik. Imiqput tauq agȓararigaat naȓvamin quamaȓuamin imarmin, hikuhaqtuqhutalu ukiumi. Hikunik unianun ikȓuqlugu imaqaraqtuguk ukiumi upinaraami ahiin akȓaluikataqtilugu qatarȓungnik agȓaqhuting imirmik ilutangmin imiqtaqtuqhuta.”

Martha Harryȓim nagligutchaktitangani “Miss Quirt,” ilihaȓiȓuaq kihitchauȓami kihimitualuk: “Ilihauȓianikami igiiruuȓuq kihimitualuk ilihauȓivluni. Ilaaniptauq nutaqhat tuhaalailuting pihaahuuvlugu titangavlutin [ …] Ilaanni tuhaalailuting [Haqlautihuugai] ilaani haqlakpailuni igiiruȓuq! Aaȓaa havalguȓuaq , atauhitualuuvluni inugiaktuat nutaqqat ilihautiȓarigai.” David Roland, ilihariaq himaȓuaqtauq Tapqami! 1932tuumuin 1936mun aglaan, iqagihumigai matkua Ukiumi anguqlilguȓuq anri huangaȓuaq taimani. Ilaani anuri uvangatchilirman, taitnarman aklunaaqpangmik iguuqliriiklugu pitugarigaat igluvut igluptingnin ainglikkat igluanun niriyaqtuqhapta ahiin tigumiaȓaqlugu akłunaaq niriyaqturaqtugut. akłunaaq inauȓaptinukaptalu anuru huangavailuni.’’

Shingle Point buildings 1939 Taoqami iglut 1939mi

Photo courtesy of the Inuvialuit Cultural Resource Centre/Shepherd Collection 110

serve the wishes of Inuvialuit was replaced with one that was imposed by others. Attendance at school soon became mandatory, and children spent more of their formative years exposed to southern ways of learning. For many students, this also meant long periods of separation from their families while at residential schools – a dark chapter in the history of the North.

Qafini ukiuni Bishop Fleming ihumaliqhuq iliharviit uuktuarutaa naatchungnaqtuq nutqaaqinahuikanga,tavȓa ahiin uuktuaruliraa inilaguklugu iliharvik Ainglikkat iliharvikȓanganik Aklarvingmingmi.

Ainglikkat Tungavilihuklugit iliaqtuanun ainglikkat qauklingit iliharvik angmaraat Ahiarvingmi 1936, atautqayaqlugit tapqamin ilihaqtuat iliharvichiarvingmun nuutuat.

Uuma ukiungani 1938-39mun, malrungni ukiungni havaktit ilihaqtuat Tapqami ilihaqtuat nuutangit Aklarvingmun, unitaningmaȓȓung ukiumi hilaqlukpaum hiquminikkangiit iliharvingingtit iglulngit Tapqami iluqaiha, imirum qailingngata huirutinikkangi uliluni. Ihumauȓaaqtuni Itna una piȓukȓaun qiniqtuaqtuni aglaan nalupqinarniqhuq huniaqlilaakȓanga, Una itnaittuq hivulirmi nutaaq iliharnimik ihagutiqhaaqhapta Inupiat ihumangitigun nalauniaqlugit pikkaqput, himauhikkangat una atlat inuit. Ilihariaqtaqtuat ilihariaqtarniq ataȓamik iligaat,nutaqqat ilinagutiȓut atlat inuuhingnganik iliharriaqtaqtuat qafini ukiuni takpavangaqtarmiutun taniktun ilihanagutiȓut.

Inugiaktuanun nutaqqanun, unitchimaqpangniq, avitchimaninganlu angayuqaamingnin aimavingmin piiniq iliharvik aimavigiagutigivlugu – taaqtuaq inuuhigiagutigaat maani Nunapting Ukuat Inupiat hivuliit inuuniaruhingi.

For more on Inuvialuit history, visit the Inuvialuit History Timeline website (www.inuvialuithistory.com).

(Sources: A Century of Schooling: Education in the Yukon 1861-1961, by Marjorie E. Alstrom; Alone in Silence: European Women in the Canadian North before 1940, by Barbara E. Kelcey; Archibald of the Arctic,

by Archibald Fleming; Dreams and Visions, by Norman Macpherson; The Messenger, Anglican Church of Canada; Yukon North Slope Oral History Project, edited

by Murielle Nagy; Shepherd Photograph Collection, Inuvialuit Cultural Resource Centre)

Pulaarlugu una Inuvialuit inuuniarningat aipaani Qaqihauȓani qanuq inuuniaruhiat ilitchurifaarnaqtuq iliharriaqhaapiatchiqhaming ingilaraan hivuliivut ilihariaqtuat. (www.inuvialuithistory.com). ( Ilichuriviit; Aipaahaarȓuk ilihaqtuat; Ilihaqtuat Yukonmi 1861mi – 1961mun uuma qulianga Marjorie E Alstorm ; Kihimriuqtuaq nipailaaqhuni; tavangahaarȓuk atlamin nunamin qaimavluni kanatam Tariunganun hivuani 1940tim,Uuma iliȓanga Barbra E. Kelcy; Arcibald Tariumi, uuma iliȓanga Achibald Fleming; Ihumagiȓanga itqaguȓani hivuniq tautukługu, uuma iliȓanga Norman Macpherson; Kipalunagt, Ainglikkat Angaatjuvianin Kanatami; Yukon tariunganin ilitchuriȓangat ilitchuriniaqtit, qimilriuqtanga Murielle Nagy; Shepherd Pikchaat tutquqtangi , Inuvialuit Inuuniarnikkun Ilihimaȓingi havagviat)

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Frequently asked questions

for Inuvialuit students What types of Student Financial Assistance are available?

What is Student Financial Assistance?

Student Financial Assistance (SFA) is primary financial assistance to NWT residents attending accredited postsecondary institutions through the Department of Education, Culture and Employment (ECE).

Who can apply for funding from the Inuvialuit Education Foundation?

Basic Grants are for funding tuition, fees, books and travel costs. Supplementary Grants or Remissible Loans are a monthly living allowance. Repayable Loans are funding for tuition, fees, books and travel, as well as a monthly living allowance.

Course Reimbursement funds up to $500 per course for part-time studies funding.

There are also Grants for Students with Permanent Disabilities.

Successful applicants must be an Inuvialuit beneficiary enrolled in a full-time post-secondary degree or diploma program at an accredited university or college in a post-secondary diploma or degree program. Applicants must have a primary source of funding (like Student Financial Assistance) and have an average of 70% or higher. Mature students who have been away from school for more than five years can apply for one semester of funding and then must provide transcripts showing they have an average of 70% or higher.

How much funding can I receive from the Inuvialuit Education Foundation?

Students living in the NWT receive $500 per month.

Students living outside the NWT receive $200 per month.

Payment is made on the third Monday of each month.

What is a ’Designated Career?’ Can I receive more funding if I study in certain areas?

Yes. Students living in the Inuvialuit Settlement Region can apply for additional funding of $300 per month if they are studying towards a Designated Career.

This includes a Bachelor of Business in Accounting or Human Resources, an Information Technology Degree or an advanced two-year diploma, a Bachelor of Education, a Bachelor of Nursing or a Law Degree. Successful applicants must return to work in the Inuvialuit Settlement Region for one full year after graduation.

Can I use Inuvialuit Education Foundation funding for access programs?

Yes! Financial assistance is available to students enrolled in a university or college entrance program. Aurora College access programs are eligible. Applicants must be a resident of the NWT for at least 12 months and be taking a full-time one-year upgrading program.

I’m unsure of which career to pursue. There are so many! How do I narrow it down?

The Government of Canada has a great online tool at http://www.jobbank.gc.ca/ field_of_study_search-eng.do. You can explore career paths and find out your options for where to study, what programs to take and what possible jobs are available after graduation.

What documents do I need to apply for funding from the Inuvialuit Education Foundation?

Students need to submit their application form by the application deadline. Additional documents can be sent later, including proof of acceptance, official transcripts, proof of primary funding (like Student Financial Assistance) and a copy of your NWT Health Care card.

What are the application deadlines?

July 15, November 15 and March 15.

Where can I fiFind an application?

Applications can be found online at http://www.irc.inuvialuit.com/ community/education.html

Are there scholarships or bursaries available?

Yes, and you are encouraged to apply! There are Inuvialuit Education Foundation scholarships, as well as Indspire bursaries and scholarships and the ConocoPhillips Aboriginal Awards Program. There is a great tool online where you can search more than 750 bursaries, scholarships and incentives by your eligibility criteria.

Visit https://www.aadnc-aandc.gc.ca/ eng/1351185180120/1351685455328 for more information.

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I want to work with the Inuvialuit Regional Corporation.

What types of jobs are available for beneficiaries?

There are many in the Accounting, Human Resources, Community Development, Land Administration, Community Support, Self Government or IDC Properties fields.

You could work towards a job as an accounting officer or supervisor, a financial analyst, an HR administrative officer or advisor, a career development officer, a health and wellness coordinator, a counsellor or dietician, an environmental monitor, an environmental management coordinator, a chief land administrator, an administrative officer, a CEDO project manager, a research analyst, a negotiator, a building maintainer, a facilities manager or a tradesperson as a carpenter or plumber.

Are there jobs available with IRC subsidiaries like NorTerra?

There are many varied career opportunities with NorTerra, including work as a flight attendant, pilot, sales and marketing manager, purchasing coordinator, branch manager, machinist, tradesperson or customer service representative.

What about Stanton Group or Aklak Air?

Careers with Stanton Group include work as a store manager, office manager, accountant, administration, warehouse labourer or inventory clerk. Work with Aklak Air includes careers as a pilot, aircraft technician, or in cargo, scheduling and administration, finance and accounting or as general manager.

What other supports are available to students?

The IRC Tutoring Program is available for students in Grades 5 to 12. In Edmonton there is a student advisor through the Northern Student Education Initiative who can help locate housing, child care and counselling, and liaise with university staff and tutors. At Inuvialuit Regional Corporation, prospective students can stop by the Career Centre or chat with the HR team, including the education manager and career development officers. GNWT support can be found at http://www.ece.gov.nt.ca/ sections/students. In addition, there are Student and Family Support Workers in every community to guide students and assisting with career and eduation planning.

For more information, like Inuvialuit Regional Corporation Human Resources on Facebook!

CONTACT INFORMATION:

Sandra Elanik, Education Manager – 777-7029 – Sandra.elanik@inuvialuit.com Lynn MacKinnon, HR Development Manager – 777-7091 – lmackinnon@inuvialuit.com

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