Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations
Abstract This article explores the meaning of community‐driven and owned science in the context of an Inuit‐led land‐based program, the Young Hunters Program. It is the foundational program of the Arviat Aqqiumavvik Society, situated in Nunavut, Canada, a community‐led group dedicated to researching...
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Online Access: | http://dx.doi.org/10.1002/tea.21881 https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21881 |
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crwiley:10.1002/tea.21881 2024-06-02T08:03:04+00:00 Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations Tagalik, Shirley Baker, Kukik Karetak, Joe Rahm, Jrène 2023 http://dx.doi.org/10.1002/tea.21881 https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21881 en eng Wiley http://creativecommons.org/licenses/by/4.0/ Journal of Research in Science Teaching volume 60, issue 8, page 1697-1722 ISSN 0022-4308 1098-2736 journal-article 2023 crwiley https://doi.org/10.1002/tea.21881 2024-05-03T11:26:04Z Abstract This article explores the meaning of community‐driven and owned science in the context of an Inuit‐led land‐based program, the Young Hunters Program. It is the foundational program of the Arviat Aqqiumavvik Society, situated in Nunavut, Canada, a community‐led group dedicated to researching challenges to community wellness and designing and delivering programs to help address those challenges. We show how the program emerged locally and blends Indigenous knowledge systems (IKS) with tools of western science in respectful ways given its core sits within and emerges from what Inuit have always known to be true. We offer a description of six dimensions inherent in Inuit cultural practices and beliefs and foundational to the program activities and show how they open up various learning trajectories and possibilities for the involved young people to engage in community science. We then discuss in what ways the revitalization of IKS and practices led to community science projects that were locally meaningful and empowering with important implications for scientific work that mattered in light of locally experienced and devastating climate change threats. The study speaks to the importance of rebuilding relations and decolonizing knowledge systems and science practices, two key tools to Inuit self‐determination and social transformations, and essential to achieving more social justice and equity in and beyond community science. Article in Journal/Newspaper Arviat inuit Nunavut Wiley Online Library Canada Iks ENVELOPE(144.043,144.043,59.640,59.640) Nunavut Journal of Research in Science Teaching 60 8 1697 1722 |
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Wiley Online Library |
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English |
description |
Abstract This article explores the meaning of community‐driven and owned science in the context of an Inuit‐led land‐based program, the Young Hunters Program. It is the foundational program of the Arviat Aqqiumavvik Society, situated in Nunavut, Canada, a community‐led group dedicated to researching challenges to community wellness and designing and delivering programs to help address those challenges. We show how the program emerged locally and blends Indigenous knowledge systems (IKS) with tools of western science in respectful ways given its core sits within and emerges from what Inuit have always known to be true. We offer a description of six dimensions inherent in Inuit cultural practices and beliefs and foundational to the program activities and show how they open up various learning trajectories and possibilities for the involved young people to engage in community science. We then discuss in what ways the revitalization of IKS and practices led to community science projects that were locally meaningful and empowering with important implications for scientific work that mattered in light of locally experienced and devastating climate change threats. The study speaks to the importance of rebuilding relations and decolonizing knowledge systems and science practices, two key tools to Inuit self‐determination and social transformations, and essential to achieving more social justice and equity in and beyond community science. |
format |
Article in Journal/Newspaper |
author |
Tagalik, Shirley Baker, Kukik Karetak, Joe Rahm, Jrène |
spellingShingle |
Tagalik, Shirley Baker, Kukik Karetak, Joe Rahm, Jrène Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
author_facet |
Tagalik, Shirley Baker, Kukik Karetak, Joe Rahm, Jrène |
author_sort |
Tagalik, Shirley |
title |
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
title_short |
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
title_full |
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
title_fullStr |
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
title_full_unstemmed |
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations |
title_sort |
rebuilding relations and countering erasure through community‐driven and owned science: a key tool to inuit self‐determination and social transformations |
publisher |
Wiley |
publishDate |
2023 |
url |
http://dx.doi.org/10.1002/tea.21881 https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21881 |
long_lat |
ENVELOPE(144.043,144.043,59.640,59.640) |
geographic |
Canada Iks Nunavut |
geographic_facet |
Canada Iks Nunavut |
genre |
Arviat inuit Nunavut |
genre_facet |
Arviat inuit Nunavut |
op_source |
Journal of Research in Science Teaching volume 60, issue 8, page 1697-1722 ISSN 0022-4308 1098-2736 |
op_rights |
http://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.1002/tea.21881 |
container_title |
Journal of Research in Science Teaching |
container_volume |
60 |
container_issue |
8 |
container_start_page |
1697 |
op_container_end_page |
1722 |
_version_ |
1800747531699748864 |