| Summary: | The Inuvialuit Final Agreement (IFA) states that “to preserve Inuvialuit cultural identity and values within a changing northern society,” Inuvialuit traditional knowledge and skills need to be passed down from generation to generation. This includes instructions on how to hunt, fish, travel, and survive on the land, and on how to prepare and sew hides. Many Inuit under the age of fifty, however, are spending less time on the land and there is concern that some traditional knowledge and skills are being lost with severe implications for health and wellbeing (Condon 1995; Pearce et al. 2011). In particular, knowledge and skills for hunting and traveling safely in the winter, and for sewing appropriate winter clothing are being lost. This is also the time of the year when the food banks in several communities are most heavily used, in part due to limited access to country foods. Inspired by the Piqqusilirivvik Inuit Cultural School in Clyde River Inuit in Ulukhaktok launched Nunamin Illihakvia: learning from the land, with support from Health Canada. Nunamin Illihakvia is a step towards a new Inuit-led cultural education in Ulukhaktok that is dedicated to enabling the transfer of traditional knowledge, skill sets and values, based on Inuit knowledge and guiding principles. Specifi cally, this pilot project will bring together young Inuit, male and female, with experienced hunters and sewers, and Elders to learn how to travel on the sea ice and hunt seals in the winter, how to prepare seal skins for sewing, and how to sew traditional seal skin clothing. Multimedia research and learning tools will be created by Inuit and shared in Ulukhaktok and elsewhere in the Arctic. Having such knowledge and skills provides young Inuit with the opportunity to engage in productive activities that continue to have value economically and socially, and Ulukhaktomuit hope revived participation in winter seal hunting and traditional sewing skills will strengthen the health of community members during a time of rapid climatic and societal change. Some key research questions being asked during the course of the project include: (1) what implications, if any, does the formalization of traditional skills teaching have for traditional learning processes? (2) what are the perceptions of learning success among younger generation Inuit and how do these compare with Inuit and southern educators? And (3) what is the role and importance of seal in the lives of Ulukhaktomuit?
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