Abe Okpik

2024-12-02T20:26:15Z

AndrewGayadeen:

Iqaluit for a Boy

2024-12-02T20:26:02Z

AndrewGayadeen:

Every morning in Iqaluit, the crisp Arctic air fills my lungs as I walk to school. It’s hard to believe how much has changed in the past thirty years. My parents often tell me how schools used to feel like boxes, trapping students in stale classrooms with no windows to the world outside. For me, school feels entirely different, alive, connected, and purposeful. At the Montessori Learning School, our education isn’t just about passing tests. It’s about thriving, growing, and understanding the world around us.

The day usually begins with yoga. We roll out our mats under the open sky, the horizon stretching endlessly around us. The movements warm our muscles, but it’s the stillness that stays with me. Breathing in sync with my classmates, I feel a calmness that follows me through the rest of the day. The teachers tell us it’s about more than flexibility; it’s about resilience and focus. And I believe them. I’ve noticed how much clearer my mind feels, how I can sit through challenging lessons without getting overwhelmed.

After yoga, we head out for the morning’s lessons. Today, it’s science and geography combined. Bundled in layers against the cold, we hike to a nearby ridge, notebooks and measuring tools in hand. This kind of learning feels real. We measure snowpack thickness to analyze climate patterns, sketch the landforms to study topography, and observe the movements of wildlife. Seeing the data firsthand makes it easier to understand. It’s not just numbers on a page; it’s life unfolding around us. As I map the elevation of the ridge, I catch sight of an Arctic fox darting across the tundra, its white coat blending perfectly with the snow. Moments like this remind me of why I love this way of learning, it’s alive, just like the land we’re learning about.
Back at school, the warmth of the building is a welcome contrast to the cold outside. By lunchtime, the cafeteria is filled with energy. The scent of freshly baked bannock fills the air, and conversations flow easily between friends. This is one of my favorite parts of the day, sharing a meal with classmates. It feels like more than just eating; it’s a chance to connect, to laugh, and to hear about each other’s morning adventures. Some of my friends share stories about spotting ptarmigans during the hike, while others joke about slipping on the icy trails. The sense of community here is strong, and it makes the school feel like a second home.

In the afternoon, we dive into a stress management workshop led by a guest speaker. Today, it’s an Inuit elder who teaches us traditional breathing techniques. Her calm voice fills the room as we practice deep, rhythmic breathing, and I can feel the tension melting away. She explains how these techniques have been used for generations to navigate the challenges of life in the Arctic. It’s not just about managing stress for exams; it’s about learning to carry yourself with balance and strength, no matter what life throws at you. I think about how useful this will be, not just now, but for the rest of my life.
Later, during our career session, a scientist specializing in renewable energy speaks to our class. She talks about harnessing wind power in the Arctic and how our community could lead the way in sustainable energy solutions. Her passion is infectious, and for the first time, I imagine myself contributing to a field like this. These sessions always leave me inspired. They show us the possibilities beyond school, helping us see the paths we can take to make a difference in the world. It’s not just about finding a career; it’s about finding purpose.

As the school day continues, we move to our creative writing class. Today, it’s held outdoors, in one of our wooden classrooms surrounded by snow. The fire pit in the center crackles softly as we sit on benches, bundled in our warmest clothes, writing about the land around us. I decide to write about the Arctic fox I saw earlier, blending my observations with a bit of imagination. The quietness of the moment, broken only by the occasional pop of the fire, makes it easy to get lost in the flow of words. Writing here feels different, more grounded. It’s as if the land itself is guiding my thoughts.
Walking home later, the crunch of snow under my boots, I can’t help but reflect on how much this school has shaped me. My grades have improved, but it’s not just about academics. I feel healthier, both physically and mentally. The yoga, the workshops, the outdoor learning, they aren’t just part of my routine; they’re part of who I am. School isn’t something I dread anymore; it’s something I look forward to. I feel motivated in ways I never thought possible.

At home, I pull out my tablet to review notes for tomorrow. Our next science project is focused on Arctic wildlife adaptations, and I’m researching the Arctic fox. Tomorrow, we’ll head back outside to connect our findings with real-world observations. It’s empowering to know that what I’m learning matters, not just in the classroom, but out in the world.
The next day begins with the same chill in the air, but it doesn’t bother me anymore. The routine of bundling up and heading outdoors feels natural now. On the way to school, I pass by our hydroponic gardens, vibrant and green despite the icy landscape. They remind me of how much we can achieve when we work with the environment rather than against it.
The day unfolds much like the last, filled with moments of connection, discovery, and growth. From learning about Arctic ecosystems to practicing mindfulness, every activity feels purposeful. It’s not just about filling my head with knowledge, it’s about shaping who I am.

By the end of the day, as I sit by the fire pit for one final reflection, I think about the future. Some of my friends dream of staying in Iqaluit, contributing to our community in meaningful ways. Others, like me, hope to explore the world while carrying the lessons of this land with us. Wherever I go, I know I’ll carry the skills and values I’ve learned here. This school hasn’t just prepared me for tests or jobs, it’s prepared me for life.

Written by Isabelle

Mom

2024-12-02T20:25:50Z

AndrewGayadeen:

The Principal Perspective: Iqaluit 2040

2024-12-02T20:23:21Z

AndrewGayadeen:

What follows is a report written by Anhah Sakari, the principal of Nakasuk School from 2039 to 2046, on the school climate after the implementation of the Iqaluit 2040 learning model.

1 May, 2044
Report: The Effects of Iqaluit 2040

Preface
Since the start of the 2043-44 school year, the schools in the Iqaluit School Board have officially implemented the Iqaluit 2040 model of learning in all classrooms. This marks the end of the phasing-in approach which began in the 2036-37 school year and has standardized the teaching methodology throughout the Iqaluit region. Although I began my tenure as principal during the 2039-40 school year, I am pleased to say Nakasuk has made significant progress with the Iqaluit 2040 program. As per the Iqaluit 2040 guidelines, issued in the initial report, key points of emphasis for our school have been fully implemented as of this school year. These points have been the implementation of holistic learning, practical student development workshops, as well as using guest or community speakers. Despite some initial pushback from teachers and students, the school community has grown to support the Iqaluit 2040 model due to its success in the classroom.

Implementation
Focusing on the holistic teaching guideline, Nakasuk has become known for this initiative in our classrooms. Specifically, since January 2038 Nakasuk has been a model for the Iqaluit region in terms of holistic teaching. The early adoption of this program has allowed Nakasuk to manage any issues and determine the optimal way to encourage learning in all students with a hands-on approach. The initial issue we encountered with this manner of holistic learning was the viability of teaching students in a Montessori style given the climate of Iqaluit. This posed a few issues, first, would students have access to the material required to make holistic learning work, and second, would students be able to learn in their local environment given the risk of extreme temperatures? To answer the first concern, thanks to the federal government which has supported Nunavut provincially and the local community students have been able to receive all of what they have needed. Regarding the temperature concerns, I have ensured that Nakasuk has a strict policy on environmental learning. The policy is a front and back-loaded style where students learn in the environment and community in the early fall and late spring rather than winter. Additionally, winter excursions are treated as field trips requiring permission from parents and no more than visits to local community centres to ensure students are protected from the elements. Notably, parents and teachers alike have pushed back against this policy, citing the belief that since students live in the environment they are accustomed to it. However, Nakasuk continues to err on the side of caution with great success to show for it. Otherwise, the community has been especially receptive to holistic learning with community outreach efforts often being answered by local professionals, experts, community leaders, and elders. Over the past year, students have experienced science classes with experiments led by local researchers and have been able to examine real elevation maps in their geography classroom donated by the community.
In a similar vein, practical workshops such as career days, civil responsibility, stress management seminars, and organization tutorials have been implemented in classrooms. Once or twice a month teachers have been leading various seminars for students to help them with non-curriculum-based learning goals. Teachers have also had guest speakers from the community to speak to students including professionals and elders. These efforts have been generally well received by students with attendance on workshop days being similar to regular instructional days. Teachers have also reported that topics covered by the workshops generally leave an impact on students for the rest of the year. For example, Mr. Brown, the school's grade 7 teacher, reported that organizational workshops improve the organization skills of his class in a meaningful way, so long as those workshops repeat during the year.

Effects
Relating to the effects of the Iqaluit 2040 model, current data from Nakasuk suggests this model has significantly improved student experience and outcomes.
In terms of experience, at Nakasuk teachers have reported much more engagement from students in the classroom, better demonstration of learning skills, and improved results on assessment of learning. Nakasuk teachers have also noted that students' behaviour has improved. Teachers have on average felt they are better able to address the class, deliver instruction, lead lessons, and manage the classroom under the Iqaluit 2040 model. Moreover, teachers have found students are more involved in the classroom and feel more deeply integrated with lessons. This is to say that teachers have found that students are willing to ask more questions and follow up on activities in the classroom with the holistic learning model. Teachers feel that this model has led more students to take the initiative with their education as they are more interested in classroom activities. By a more standard metric, student grade averages have steadily increased since the phasing-in of Iqaluit 2040 and are presently 5% higher on average than before implementation.
At the post-secondary level, students have also seemed to be benefitting from the Iqaluit 2040 model. Although working with a small sample size, graduates from the 2038 to 2039 school year have shown a high degree of success in their secondary education. In secondary education, 85% of this class graduated with 65% of the remaining students expected to graduate this year. Students who did not pursue post-secondary education have contributed to the community in various ways becoming involved with local organizations or industries such as fishing and mining.
From a school administration perspective, the Iqaluit 2040 model has significantly impacted educators as well. Educator retention has been higher than usual with no loss of staff occurring since the 2041-42 school year at Nakasuk. From the reports published by the school board, there have also been significantly more teachers applying to the Iqaluit region. At Nakasuk we have attributed this to the novel style of teaching the Iqaluit 2040 model uses which we believe attracts teachers to the region. This has also led to greater employment opportunities in the region. A large issue for the school board in the past was a supply and demand issue in terms of a large number of students with few teachers. Since the new model has been implemented new schools have been proposed to meet the new supply of teachers with each school requiring more teachers and ancillary staff the employment of the region seems promising.

Conclusion
Since the implementation of the Iqaluit 2040 model, we here at the Nakasuk School have noticed great improvements in students and student outcomes. The community has also been especially receptive to the program. As of this year, implementation of the program has come to completion and all classrooms at Nakasuk have implemented the Iqaluit 2040 model. As our school continues to develop teaching methods and gather data on the results of the 2040 model new reports will be published. Overall, the Iqaluit 2040 model has rejuvenated teaching here at Nakasuk and is a promising model of education.

Anhah Sakari, Principal, Nakasuk School

Written by Andrew Gayadeen

Group 10

2024-12-01T21:55:26Z

AndrewGayadeen: /* Stories from Iqaluit 2040 */

<big>'''The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)'''</big>
[[File:Iqaluit Side View.jpg|thumb|Iqaluit, Nunavut]]

== Style and Affect: Iqualuit 2040 ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==
Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay (Iqaluit, 2024). Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut (Iqaluit, 2024).
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure (Newberry, 2023). Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada (Newberry, 2023). However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs (Newberry, 2023). Private sector work includes construction, retail, tourism, as well as the arts (Newberry, 2023). The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (Iqaluit, 2024). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its close proximity to Quebec which lies to the southeast across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit (Iqaluit, 2024). During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park (Iqaluit, 2024). In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Cultural Background ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the Nakasuk School (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the Nakasuk School, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the Nakasuk School ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The Nakasuk School serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun. Families gather in the Nakasuk School central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.
[[File:Picture1.jpg|thumb|left|Midnight Sun ceremony , Nunavut]]
The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The Nakasuk School mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the Nakasuk School.
[[File:Picture2.jpg|thumb|left|Outdoor Classroom , Nunavut]]
Hands-on learning is also a core principle of both Inuit culture and the pedagogical approach at the Nakasuk School. This is rooted in the Inuit tradition of learning through observation, imitation, and practice; this method ensures that knowledge is a lived experience as Brayboy (2009) envisioned. In Iqaluit, cultural teachings such as crafting tools, navigating the Arctic landscape, monitoring sea ice are taught by doing. Thus, connecting theoretical concepts to real-world applications. This hands-on pedagogy mirrors the interconnectedness central to Inuit culture, emphasizing relationships between people, their environment, and living organisms. Thus, the Nakasuk School embraces these cultural aspects and offers them as electives that students can pursue as a part of the Nakasuk School initiative of a holistic education experience.
x

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). [[File:Pic4.png|thumb|Left|Timetable]] Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.

== Iqaluit 2040 ==
The Iqaluit Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the Arctic tundra, has become a leader in combining traditional practices with modern education. Over the past thirty years, the school has introduced innovative methods that have changed how students learn and connect with the world. These new approaches, rooted in a holistic education philosophy, highlight outdoor learning, mental wellness, and essential life skills, preparing students for success both inside and outside the classroom.

[[File:Pic5.png|thumb|Right|Modern School , Nunavut]]

The outdoor learning program is one of the school’s most impactful changes. Education is no longer limited to classrooms; instead, students explore the Arctic landscape, bringing subjects like math, science, and geography to life. For example, they measure snowpack to understand climate change, create elevation maps to study geography, and observe wildlife to learn about ecosystems. Teachers have found that these hands-on experiences not only improve academic understanding but also build resilience, teamwork, and respect for the environment. Yoga sessions under the vast Arctic sky have become part of the daily routine, offering students a chance to improve focus while supporting their mental and physical well-being.

Another significant step forward has been the introduction of life skills workshops for students in grades 9 to 12. These workshops target important developmental needs. For grade 9 students, lessons focus on organization and study techniques, giving them the tools to manage their workload effectively. In grade 12, the workshops shift to stress management and self-care, helping students navigate the challenges of preparing for post-secondary education. Guest speakers, including nutritionists and mental health experts, offer real-world insights that make these sessions practical and relevant. Teachers have seen firsthand how these workshops not only improve academic performance but also foster emotional resilience.

The guest speaker program has also expanded in exciting ways. Alongside local elders and community leaders, professionals from across Canada and beyond are invited to share their expertise, creating meaningful connections between local traditions and global knowledge. Nutritionists speak about the impact of diet on brain function, while climate scientists discuss sustainable practices specific to the Arctic environment. These sessions inspire students to think beyond their immediate surroundings while staying deeply connected to their roots.

These innovations have transformed the Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), into a model for education in the North. By blending outdoor learning, mindfulness, and life skills, the school ensures students are prepared for a rapidly evolving world. The integration of environmental stewardship, hands-on exploration, and holistic wellness practices helps students develop as curious, grounded, and confident individuals. It’s a place where tradition and modernity coexist, where the land shapes every lesson, and where each new discovery benefits both students and teachers alike. The future of learning is being written here, in harmony with the Arctic’s vast and inspiring landscape.

== Stories from Iqaluit 2040 ==
# [[The Principal Perspective: Iqaluit 2040]]
# [[IQ Story 2]]
# [[Iqaluit for a Boy]]
# [[Mom]]
# [[Abe Okpik]]

== References ==

Erenati, G. (2022, October 7). Teachers at the heart of Nunavut communities. Macleans.Ca. https://macleans.ca/sponsored/teachers-at-the-heart-of-nunavut-communities/

Iqaluit. (2024, April 8). Travel Nunavut. https://travelnunavut.ca/community/iqaluit

Newberry, N. (n.d.). Iqaluit. The Canadian Encyclopedia. Retrieved November 26, 2024, from https://www.thecanadianencyclopedia.ca/en/article/iqaluit

Nunavut students say “there’s a gap” between territory’s school standards and rest of Canada. (2016, October 14). CBC. https://www.cbc.ca/news/canada/north/nunavut-students-gap-education-standards-1.3803269

Boy

2024-12-01T21:54:57Z

AndrewGayadeen: AndrewGayadeen moved page Boy to Iqaluit for a Boy

#REDIRECT [[Iqaluit for a Boy]]

Iqaluit for a Boy

2024-12-01T21:54:57Z

AndrewGayadeen: AndrewGayadeen moved page Boy to Iqaluit for a Boy

Every morning in Iqaluit, the crisp Arctic air fills my lungs as I walk to school. It’s hard to believe how much has changed in the past thirty years. My parents often tell me how schools used to feel like boxes, trapping students in stale classrooms with no windows to the world outside. For me, school feels entirely different, alive, connected, and purposeful. At the Montessori Learning School, our education isn’t just about passing tests. It’s about thriving, growing, and understanding the world around us.

The day usually begins with yoga. We roll out our mats under the open sky, the horizon stretching endlessly around us. The movements warm our muscles, but it’s the stillness that stays with me. Breathing in sync with my classmates, I feel a calmness that follows me through the rest of the day. The teachers tell us it’s about more than flexibility; it’s about resilience and focus. And I believe them. I’ve noticed how much clearer my mind feels, how I can sit through challenging lessons without getting overwhelmed.

After yoga, we head out for the morning’s lessons. Today, it’s science and geography combined. Bundled in layers against the cold, we hike to a nearby ridge, notebooks and measuring tools in hand. This kind of learning feels real. We measure snowpack thickness to analyze climate patterns, sketch the landforms to study topography, and observe the movements of wildlife. Seeing the data firsthand makes it easier to understand. It’s not just numbers on a page; it’s life unfolding around us. As I map the elevation of the ridge, I catch sight of an Arctic fox darting across the tundra, its white coat blending perfectly with the snow. Moments like this remind me of why I love this way of learning, it’s alive, just like the land we’re learning about.
Back at school, the warmth of the building is a welcome contrast to the cold outside. By lunchtime, the cafeteria is filled with energy. The scent of freshly baked bannock fills the air, and conversations flow easily between friends. This is one of my favorite parts of the day, sharing a meal with classmates. It feels like more than just eating; it’s a chance to connect, to laugh, and to hear about each other’s morning adventures. Some of my friends share stories about spotting ptarmigans during the hike, while others joke about slipping on the icy trails. The sense of community here is strong, and it makes the school feel like a second home.

In the afternoon, we dive into a stress management workshop led by a guest speaker. Today, it’s an Inuit elder who teaches us traditional breathing techniques. Her calm voice fills the room as we practice deep, rhythmic breathing, and I can feel the tension melting away. She explains how these techniques have been used for generations to navigate the challenges of life in the Arctic. It’s not just about managing stress for exams; it’s about learning to carry yourself with balance and strength, no matter what life throws at you. I think about how useful this will be, not just now, but for the rest of my life.
Later, during our career session, a scientist specializing in renewable energy speaks to our class. She talks about harnessing wind power in the Arctic and how our community could lead the way in sustainable energy solutions. Her passion is infectious, and for the first time, I imagine myself contributing to a field like this. These sessions always leave me inspired. They show us the possibilities beyond school, helping us see the paths we can take to make a difference in the world. It’s not just about finding a career; it’s about finding purpose.

As the school day continues, we move to our creative writing class. Today, it’s held outdoors, in one of our wooden classrooms surrounded by snow. The fire pit in the center crackles softly as we sit on benches, bundled in our warmest clothes, writing about the land around us. I decide to write about the Arctic fox I saw earlier, blending my observations with a bit of imagination. The quietness of the moment, broken only by the occasional pop of the fire, makes it easy to get lost in the flow of words. Writing here feels different, more grounded. It’s as if the land itself is guiding my thoughts.
Walking home later, the crunch of snow under my boots, I can’t help but reflect on how much this school has shaped me. My grades have improved, but it’s not just about academics. I feel healthier, both physically and mentally. The yoga, the workshops, the outdoor learning, they aren’t just part of my routine; they’re part of who I am. School isn’t something I dread anymore; it’s something I look forward to. I feel motivated in ways I never thought possible.

At home, I pull out my tablet to review notes for tomorrow. Our next science project is focused on Arctic wildlife adaptations, and I’m researching the Arctic fox. Tomorrow, we’ll head back outside to connect our findings with real-world observations. It’s empowering to know that what I’m learning matters, not just in the classroom, but out in the world.
The next day begins with the same chill in the air, but it doesn’t bother me anymore. The routine of bundling up and heading outdoors feels natural now. On the way to school, I pass by our hydroponic gardens, vibrant and green despite the icy landscape. They remind me of how much we can achieve when we work with the environment rather than against it.
The day unfolds much like the last, filled with moments of connection, discovery, and growth. From learning about Arctic ecosystems to practicing mindfulness, every activity feels purposeful. It’s not just about filling my head with knowledge, it’s about shaping who I am.

By the end of the day, as I sit by the fire pit for one final reflection, I think about the future. Some of my friends dream of staying in Iqaluit, contributing to our community in meaningful ways. Others, like me, hope to explore the world while carrying the lessons of this land with us. Wherever I go, I know I’ll carry the skills and values I’ve learned here. This school hasn’t just prepared me for tests or jobs, it’s prepared me for life.

Group 10

2024-12-01T21:53:52Z

AndrewGayadeen: /* Stories from Iqaluit 2040 */

<big>'''The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)'''</big>
[[File:Iqaluit Side View.jpg|thumb|Iqaluit, Nunavut]]

== Style and Affect: Iqualuit 2040 ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==
Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay (Iqaluit, 2024). Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut (Iqaluit, 2024).
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure (Newberry, 2023). Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada (Newberry, 2023). However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs (Newberry, 2023). Private sector work includes construction, retail, tourism, as well as the arts (Newberry, 2023). The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (Iqaluit, 2024). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its close proximity to Quebec which lies to the southeast across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit (Iqaluit, 2024). During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park (Iqaluit, 2024). In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Cultural Background ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the Nakasuk School (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the Nakasuk School, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the Nakasuk School ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The Nakasuk School serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun. Families gather in the Nakasuk School central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.
[[File:Picture1.jpg|thumb|left|Midnight Sun ceremony , Nunavut]]
The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The Nakasuk School mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the Nakasuk School.
[[File:Picture2.jpg|thumb|left|Outdoor Classroom , Nunavut]]
Hands-on learning is also a core principle of both Inuit culture and the pedagogical approach at the Nakasuk School. This is rooted in the Inuit tradition of learning through observation, imitation, and practice; this method ensures that knowledge is a lived experience as Brayboy (2009) envisioned. In Iqaluit, cultural teachings such as crafting tools, navigating the Arctic landscape, monitoring sea ice are taught by doing. Thus, connecting theoretical concepts to real-world applications. This hands-on pedagogy mirrors the interconnectedness central to Inuit culture, emphasizing relationships between people, their environment, and living organisms. Thus, the Nakasuk School embraces these cultural aspects and offers them as electives that students can pursue as a part of the Nakasuk School initiative of a holistic education experience.
x

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). [[File:Pic4.png|thumb|Left|Timetable]] Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.

== Iqaluit 2040 ==
The Iqaluit Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the Arctic tundra, has become a leader in combining traditional practices with modern education. Over the past thirty years, the school has introduced innovative methods that have changed how students learn and connect with the world. These new approaches, rooted in a holistic education philosophy, highlight outdoor learning, mental wellness, and essential life skills, preparing students for success both inside and outside the classroom.

[[File:Pic5.png|thumb|Right|Modern School , Nunavut]]

The outdoor learning program is one of the school’s most impactful changes. Education is no longer limited to classrooms; instead, students explore the Arctic landscape, bringing subjects like math, science, and geography to life. For example, they measure snowpack to understand climate change, create elevation maps to study geography, and observe wildlife to learn about ecosystems. Teachers have found that these hands-on experiences not only improve academic understanding but also build resilience, teamwork, and respect for the environment. Yoga sessions under the vast Arctic sky have become part of the daily routine, offering students a chance to improve focus while supporting their mental and physical well-being.

Another significant step forward has been the introduction of life skills workshops for students in grades 9 to 12. These workshops target important developmental needs. For grade 9 students, lessons focus on organization and study techniques, giving them the tools to manage their workload effectively. In grade 12, the workshops shift to stress management and self-care, helping students navigate the challenges of preparing for post-secondary education. Guest speakers, including nutritionists and mental health experts, offer real-world insights that make these sessions practical and relevant. Teachers have seen firsthand how these workshops not only improve academic performance but also foster emotional resilience.

The guest speaker program has also expanded in exciting ways. Alongside local elders and community leaders, professionals from across Canada and beyond are invited to share their expertise, creating meaningful connections between local traditions and global knowledge. Nutritionists speak about the impact of diet on brain function, while climate scientists discuss sustainable practices specific to the Arctic environment. These sessions inspire students to think beyond their immediate surroundings while staying deeply connected to their roots.

These innovations have transformed the Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), into a model for education in the North. By blending outdoor learning, mindfulness, and life skills, the school ensures students are prepared for a rapidly evolving world. The integration of environmental stewardship, hands-on exploration, and holistic wellness practices helps students develop as curious, grounded, and confident individuals. It’s a place where tradition and modernity coexist, where the land shapes every lesson, and where each new discovery benefits both students and teachers alike. The future of learning is being written here, in harmony with the Arctic’s vast and inspiring landscape.

== Stories from Iqaluit 2040 ==
# [[The Principal Perspective: Iqaluit 2040]]
# [[IQ Story 2]]
# [[Boy]]
# [[Mom]]
# [[Abe Okpik]]

== References ==

Erenati, G. (2022, October 7). Teachers at the heart of Nunavut communities. Macleans.Ca. https://macleans.ca/sponsored/teachers-at-the-heart-of-nunavut-communities/

Iqaluit. (2024, April 8). Travel Nunavut. https://travelnunavut.ca/community/iqaluit

Newberry, N. (n.d.). Iqaluit. The Canadian Encyclopedia. Retrieved November 26, 2024, from https://www.thecanadianencyclopedia.ca/en/article/iqaluit

Nunavut students say “there’s a gap” between territory’s school standards and rest of Canada. (2016, October 14). CBC. https://www.cbc.ca/news/canada/north/nunavut-students-gap-education-standards-1.3803269

Abe

2024-12-01T21:53:27Z

AndrewGayadeen: AndrewGayadeen moved page Abe to Abe Okpik: Abe Okpik

#REDIRECT [[Abe Okpik]]

Abe Okpik

2024-12-01T21:53:27Z

AndrewGayadeen: AndrewGayadeen moved page Abe to Abe Okpik: Abe Okpik

== A Future of Revitalized Language and Culture with Digital Technologies ==

I am Abe Okpik an 87-year-old Elder of the Iqaluit community, I have witnessed a profound transformation in our ways of being, our traditions, and how we teach and learn. Not long ago, I feared that our language the heart of our identity was slipping away following the assimilation attempts of residential schools. I can recall the sterile concrete walls, the 24feet-by-24feet classrooms with all the desks lined neatly, and the warning on the chalkboard saying ENGLISH ONLY! Anyways, those days are gone, now, I see children fluent in both Inuktitut and English, thanks to an immersive language curriculum and hands-on cultural programs. These aren’t just concrete classrooms like my days; they’re living spaces where our youth weave baskets, chant songs, and learn sacred dances while being guided by their teachers and elders.
[[File:Picn1.jpg|thumb|left|School , Nunavut]]
Technology has its role here too, particularly virtual reality (VR). Although I was hesitant to adopt VR at first, I later saw how it could bridge the gap between the physical and digital realms, it has allowed a piqued interest from youth to experience ceremonies, rituals, and heritage events as if they were physically present, regardless of geographical barriers. We were starting to notice more youth gravitating towards digital Western games and they were less inclined to attend cultural events and ceremonies but, ever since the new computer science teacher at the school introduced VR it offered the concept of blending digital technologies with authenticity access for cultural preservation. With advancements like haptic feedback and AI-driven avatars, VR experiences are becoming increasingly realistic and engaging. The new multimodal media avenues have not only brought together our youth and culture but are true calls to action for undoing some of the injustices of the residential school system.

== Economic Growth and Prosperity ==

Our economic landscape has changed dramatically over the last few decades. Where once we depended solely on external supply chains, we now are self-sufficient. Small businesses rooted in traditional crafts and modern innovations thrive with the emergence of fintech startups from students who have been educated by the Nakasuk School, pursued higher education and returned with their knowledge to grow the local digital trade economy. When these students return, they open sustainable enterprises, mentor younger generations, and create technologies that honour the land and water. This has led to record-low unemployment rates in our community as a testament to the success of the educational model that Nakasuk utilizes. Our graduates are not just job seekers; they are creators, innovators, and contributors to a diversified economy. In the past, many of our graduates would pursue fishing, which is a contractionary trade due to competition from corporations, and those who left Iqaluit would settle in the cities that educated them, leading to a rapidly decreasing population. However, now, we are seeing our population begin to grow again with new, young families settling here, resulting in a growth in our real GDP per capita by 4%.
[[File:Picn2.png|thumb|right| Tech Start-up, Nunavut]]
Another problem that plagued our community in the past was food security and price inflation given the harsh climate and limited growing seasons. Through hands-on learning initiatives from the Nakasuk curriculum encouraging students and researchers to collaborate on projects to develop climate-resilient greenhouses and vertical farming techniques motivated many of our youth to pursue agriculture-science education. This has ensured a consistent supply of fresh produce year-round while blending traditional food practices, like hunting and foraging, to create a supply chain that is impermeable to the weather. The economic benefit of this did not stop at supply chains but, also trickled down to reduced food inflation, especially concerning fresh produce prices. Our communities no longer rely heavily on costly imports due to high carbon taxes and supply chain delays. Hence, this has significantly reduced the financial burden on families and has made healthy, affordable food accessible to everyone in the community regardless of economic status. Many thanks to the Nakasuk School for revitalizing a sense of love for learning in our youth so they continue to pursue further education in comparison to the colonial history of educating our children for assimilation.

== The Future of Learning and Youth ==

As an Elder, I have watched our youth flourish in ways that I could only dream of when I was their age. Now learning is not just about acquiring knowledge as the colonial world introduced, it is about embodying it, living it, and passing it forward. Our youth are the lifeblood of our community, I see them thriving in an environment that harmonizes the wisdom of our ancestors with the tools and technologies of the modern age. The school system I mentioned prior was frowned upon and seen as a secondary institution due to the injustices I and our ancestors endured. However, with Nakasuk, learning has become a deeply communal process. It is no longer confined to classrooms but occurs in the heart of our communities, on the land, and even within the digital realm.
One of the most transformative aspects of learning in this era is the role of technology, and I hope this trend continues well beyond my time. As I described earlier, Virtual and augmented reality have not only preserved our cultural practices but also elevated how they are passed on. My most heart-warming moment occurred when I saw a young lad named Nyskuy sitting in his university dorm room at York, participating in a storytelling circle back home with his Meta VR-5.0 headset. Completely unimaginably, during my time, it seemed as though the animal spirits were projecting his lived experience and soul into the very essence of the ceremony. Our youth are no longer isolated from their traditions and culture after they graduate from Nakasuk and go elsewhere for further education, rather the technology, and appreciation for lived experiences that the school has instilled in them from a young age stay with them.
[[File:Picn3.png|thumb|left| Student with VR]]
I do have one regret, and that is we haven’t been able to accredit Nakasuk school to open their post-secondary college, we have been in works with local and federal governments for funding and hope the progress Nakasuk has brought to our community can act as the foundation for this new educational venture. Until than our youth may be distant from their homeland but not in isolation, they are still a part of the collective community, and a spot is always reserved for them as it awaits their arrival.

== Climate Change and The Future ==

So far most of my stories have taken a positive tone regarding the flourishing of our traditions, the economic growth and the future of our youth ,but I haven’t been completely sincere. I have underplayed the profound transformations in our environment that every day. The Arctic is warming at a rate nearly twice the global average that was predicted in 2024, leading to significant environmental changes that threaten our communities. Nakasuk has done an excellent job of improving our living standards but, it cannot reverse or halt the infrastructure challenges, geographic relocation, and biodiversity erosion.
First, the thawing of permafrost has become a pressing issue, causing ground instability that affects the foundations of our homes, roads, and Nakasuk as well. This is both a safety and financial burden on families because insurance companies are going bankrupt due to the increased costs, and few that remain locally charge high premiums. The Government of Canada has recognized these challenges and is investing in foundation re-engineering projects for our schools and working on sourcing 3rd party venture investment but, we are worried that the little economic progress we have seen in the past decades will fade in the coming century.
Second, rising sea levels have accelerated coastal erosion, threatening many of our coastal settlements. Some areas are experiencing land loss and forcing communities to consider relocating south, but this is easier said than done as the process is both emotionally and economically taxing. The City of Iqaluit is working on subsiding new home construction, but without support from federal entities, this task is becoming financially taxing.
The third and most pressing matter is the effect on biodiversity with some plants and animals moving northward while others face decline. The native arctic fox, caribou, and ringed seal have moved more north to escape the change but, our communities are shifting more south creating this forced separation from our hunting practices. This affects the availability of traditional foods and medicinal plants. The Nunavut Climate Change Centre has been at the forefront of climate change research, partnering with the University of Toronto and York University to find solutions, but the data is not promising.
[[File:Picn4.png|thumb|right|Climate change, Nunavut ]]
Reflecting on these challenges, it is clear that while our community has made strides in preserving traditions and improving living standards, the escalating impacts of climate change overshadow these achievements. The warming Arctic threatens not only our homes, culture, and survival, but the future of Nakasuk and its world-famous teaching pedagogies. Yet, in acknowledging these truths, we strengthen our resolve to confront these challenges together, ensuring that future generations can harness the principles of a justice education to tackle yet another issue of an ever-changing landscape.

2024-11-26T15:10:35Z

AndrewGayadeen: /* Cultural Background */

Group 10

2024-11-26T15:08:43Z

AndrewGayadeen: /* Setting the Scene */

The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)

== Style and Affect: Iqualuit 2040 ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==

Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay. Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut.
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure. Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada. However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs. Private sector work includes construction, retail, tourism, as well as the arts. The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (CITE). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its proximity to Quebec which lies to the Southeast Across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit. During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park. In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Cultural Background ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the school (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the school, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the school ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The school serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun.. Families gather in the school’s central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.

The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The school mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the school.
Hands-on learning is also a core principle of both Inuit culture and the pedagogical approach at the school. This is rooted in the Inuit tradition of learning through observation, imitation, and practice; this method ensures that knowledge is a lived experience as Brayboy (2009) envisioned. In Iqaluit, cultural teachings such as crafting tools, navigating the Arctic landscape, monitoring sea ice are taught by doing. Thus, connecting theoretical concepts to real-world applications. This hands-on pedagogy mirrors the interconnectedness central to Inuit culture, emphasizing relationships between people, their environment, and living organisms. Thus, the school embraces these cultural aspects and offers them as electives that students can pursue as a part of the school’s initiative of a holistic education experience.

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.

== Iqaluit 2040 ==

Group 10

2024-11-26T15:08:13Z

AndrewGayadeen: /* Style and Affect */

The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)

== Style and Affect: Iqualuit 2040 ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==

Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay. Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut.
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure. Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada. However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs. Private sector work includes construction, retail, tourism, as well as the arts. The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (CITE). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its proximity to Quebec which lies to the Southeast Across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit. During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park. In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Cultural Background ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the school (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the school, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the school ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The school serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun.. Families gather in the school’s central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.

The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The school mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the school.
Hands-on learning is also a core principle of both Inuit culture and the pedagogical approach at the school. This is rooted in the Inuit tradition of learning through observation, imitation, and practice; this method ensures that knowledge is a lived experience as Brayboy (2009) envisioned. In Iqaluit, cultural teachings such as crafting tools, navigating the Arctic landscape, monitoring sea ice are taught by doing. Thus, connecting theoretical concepts to real-world applications. This hands-on pedagogy mirrors the interconnectedness central to Inuit culture, emphasizing relationships between people, their environment, and living organisms. Thus, the school embraces these cultural aspects and offers them as electives that students can pursue as a part of the school’s initiative of a holistic education experience.

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.

== Iqaluit 2040 ==

Group 10

2024-11-26T15:07:46Z

AndrewGayadeen: /* Setting the Scene */

The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)

== Style and Affect ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==

Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay. Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut.
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure. Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada. However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs. Private sector work includes construction, retail, tourism, as well as the arts. The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (CITE). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its proximity to Quebec which lies to the Southeast Across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit. During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park. In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Cultural Background ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the school (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the school, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the school ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The school serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun.. Families gather in the school’s central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.

The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The school mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the school.
Hands-on learning is also a core principle of both Inuit culture and the pedagogical approach at the school. This is rooted in the Inuit tradition of learning through observation, imitation, and practice; this method ensures that knowledge is a lived experience as Brayboy (2009) envisioned. In Iqaluit, cultural teachings such as crafting tools, navigating the Arctic landscape, monitoring sea ice are taught by doing. Thus, connecting theoretical concepts to real-world applications. This hands-on pedagogy mirrors the interconnectedness central to Inuit culture, emphasizing relationships between people, their environment, and living organisms. Thus, the school embraces these cultural aspects and offers them as electives that students can pursue as a part of the school’s initiative of a holistic education experience.

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.

== Iqaluit 2040 ==

Group 10

2024-11-26T15:07:18Z

AndrewGayadeen: /* Setting the Scene */

Group 10

2024-11-26T15:06:29Z

AndrewGayadeen: /* Setting the Scene */

The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ)

== Style and Affect ==

To someone reading this in the present, the hope is that our approach to education and the ideas listed would feel revolutionary and would hopefully beg the question: “why aren’t these already implemented into schools?”. Especially seeing as we live in a highly digital age, the ideas revolving around holistic and outdoor education would be highly beneficial to students who spend countless hours on social media, watching TV, etc. Our hope is to give readers the impression that this type of schooling goes beyond the academics, and reaches the souls of students to help them connect with nature and lift their spirits through being grounded through nature. [[File:Inuksuk-high-school-in-iqaluit-1-5573724-1630771180238.jpg|thumb|Inuksuk Highschool, Iqaluit]] While schools currently do not place much attention on the health and well-being of students, and often, to students, they feel like many classes they are forced to take in high school are not particularly useful or applicable to them. Therefore, our life-skills workshops would hopefully bring a sense of renewed excitement for education to students and parents. This would hopefully provide motivation for high school students to go to school, it would greatly impact their mental health, hopefully reduce the use of drugs and alcohol and would help students find a new love for learning, for the outdoors and help them find their path in life.

To convey our ideas through our wording and in order to effectively communicate our ideas to the full effect of their potential benefits, we will be sure to emphasize the growth that would come of it. We would be sure to communicate the benefits of this approach on students’ health and physical & mental wellness, and their growth as, not only students but as productive members of society, learning skills that would equip them for the rest of their lives. The wording we would use would be similar to the previous paragraph- highlighting the benefits and the positive impact it will have on students.

As readers read the ideas we have come up with, we hope they will bring a sense of excitement and hope for the future of education. Ideally, this futuristic world would get a renewed sense of enthusiasm for education for all parties involved; students, parents and educators. Parents could see the benefits of this approach and see how it would greatly impact their children, and in turn, it would greatly impact their families. We hope that these ideas can bring hope to families, enthusiasm for high school students, and even a renewed passion for teachers as they take on this new approach to education that would bring more meaning to their careers, more joy to their day and have positive effects on their wellbeing too. Readers are hopefully encouraged to enter the education field, or students are encouraged and looking forward to their education after hearing this, knowing that this could be implemented in their school, and parents can be hopeful of their kids’ futures.

== Geographical Information ==

Iqaluit is the capital of Nunavut, Canada's northernmost province. Located just outside the Arctic Circle, it is surrounded by tundra, mountains, and rivers. The city lies at the northern part of Baffin Island and was formerly named Frobisher Bay after the nearby Bay. Since its reformation from a trading post to a city in 2001 Iqaluit has become the target community in Nunavut.
Despite being an Artic town the city of Iqaluit has a full range of services from hospitals, banks, schools, and daycares to museums, art galleries, and places of worship. The city also acts as a hub of communication for Nunavut and has access to a satellite communications network.

[[File:Voyageur-Tripper-Nunavut-Iqaluit-from-Above-1-scaled.webp|thumb|left|Iqaluit, Nunavut]]

Iqaluit’s economy is largely based on government work with few private sector opportunities. Most of the economy is based on mineral extraction - however, due to the high production costs due to the near arctic location wealth generation from these resources is slow. Overall, the federal government acts as the primary employer in Iqaluit and Nunavut, providing jobs in electricity, administration, healthcare, education, welfare and mining infrastructure. Fishing is another main source of economic growth with small communities in Nunavut exporting local fish to southern Canada. However, in the year 2040, the private sector has expanded slowly and now accounts for about 30% of jobs. Private sector work includes construction, retail, tourism, as well as the arts. The key issue facing Iqaluit is the cost of living. In the early 2020s, it was noted that while wages were high in Iqaluit the cost of living was equally so. Persons who lived in Iqaluit were faced with high costs of resources and housing as the environment made it hard for most resources to be made locally. For example, most groceries are imported causing the price to increase.

Iqaluit’s unique geographical position relative to other provinces makes it uniquely positioned to encompass a plethora of activities - for a northern city. The most pressing issue facing Iqaluit is how to balance Inuit tradition and the changes coming with citizens moving from the south. Despite being a northern city, Iqaluit is home to diverse ethnic demographics with 52% Inuit, 12% Scottish, 11% Irish, and a further 12% being visible minorities including Black, Filipino, and South Asian people (CITE). In 2040 this diversity creates minor tensions as Inuit ways of life clash continue to clash with southern Canadian modes of life and governance. Additionally, Iqaluit also is home to a French-speaking population. This is due to its proximity to Quebec which lies to the Southeast Across the Hudson Strait. The French community boasts its own school and community centre for Francophones.

Due to the arctic environment, Iqaluit is home to a large variety of winter activities. In the 2020s dog sledding, cross-country skiing, and snowmobiling are among the most popular activities in Iqaluit. During the summer months boating, river rafting, canoeing, and kayaking are similarly popular. Iqaluit is also home to hiking trails, fishing spots, campsites and berry picking in the nearby Sylvia Grinnell Park. In 2040 with climate change progressing since the early 2020s summer activities have become more popular with visitors and citizens enjoying these activities for extended periods of the year. Hunting is also a popular activity in Iqaluit, however, by 2040 climate change had affected the native wildlife and caused populations to dwindle making hunting a rarely permitted activity.

== Setting the Scene ==
Iqaluit people view culture as dynamic and evolving, deeply tied to the land and its cycles. Traditional knowledge is not seen as a relic but as a foundation for daily life where language, community gatherings, respect for the land/living things, and hands-on learning pedology thrive. The Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ) embraces the Inuit principle of Piliriqatigiinniq, meaning working together for a common purpose to help guide the interconnectedness between the community culture and the school (Healy, 2014).

For the people of Iqaluit, language is the essence of cultural identity. At the school, Indigenous languages are taught alongside English to foster a deep respect for cultural inclusivity. Storytelling is a particularly cherished tradition, where elders are invited as guest speakers to recount ancestral tales and lessons. These stories teach children about resilience, respect for the land, and the importance of interconnectedness. By preserving and celebrating Indigenous languages alongside others, the school ensures that students remain rooted in their identity even as they prepare to engage with the rest of Ontario as they graduate and go on to university elsewhere.

The culture of Iqaluit is one of joyful gatherings and shared celebrations. The school serves as a hub for community events, from feasts to storytelling festivals held under the midnight sun.. Families gather in the school’s central hall for drum dances, sharing songs and traditions that have been passed down for generations. See the image below of one of our midnight sun ceremonies [figure 1].These events are opportunities to strengthen bonds, pass on teachings, and celebrate the accomplishments of students who embody both modern knowledge and traditional values. Hence, these community events foster a notion of belonging and interconnectedness among the remote teacher who typically fly in and are distanced from their families.

The native people of Iqaluit live in harmony with the Arctic environment, embracing a profound respect for the land, the climate and the living organisms that share it. The school mirrors this deep connection, integrating environmental stewardship and cultural practices into its core curriculum. Outdoor classrooms and seasonal camps have become integral to education, immersing students in the Arctic's vibrant ecosystem. See the image below of one of our outdoor classrooms[figure2]. Lessons focus on the balance required to sustain life in such a harsh environment, emphasizing the importance of giving back to the land. This relationship with the natural world is not just an academic lesson but a deeply ingrained way of life for the Iqaluit people, ensuring that future generations continue to uphold the respect and responsibility that define Inuit culture. This culture of environmental sustainability, centred on coexistence with all living organisms, helps develop the guiding principles of the school.

== Setting the Scene==

As of 2024, Iqualuit’s Nakasuk School (ᐃᓕᓐᓂᐊᕐᕕᒃ), located in the heart of the city, forms the basis of education for nearly all the children and youth. The elementary school contains several unique features: it is insulated from the cold through specific utilisation of building materials, it contains a single door and no windows, two floors with the second having a grand focus on technology, and its few classrooms are considered to be open classes. Regardless of weather, it begins at 8:45am and finishes at 3:45pm. The Nanasuk school calendar only includes one Indigenous Holiday.

According to Maclean’s, Nunavut may offer two special aspects for teachers: beautiful landscapes, and very attractive compensation packages (Government of Nunavut, 2022). The constant demand for teachers has not decreased in the slightest over recent years. Deputy minister of education for the Government of Nunavut, Rebecca Hainu, states “The need for teachers in Nunavut is never ending because we’re such a vast land with a scattered population” (Government of Nunavut, 2022). There are an approximate number of 11,000 students and an estimated amount of 870 teaching positions to fill (ibid). Unfortunately, demand outweighs qualification and in some cases, non-qualified candidates are hired. According to Hainu, “Kids raised in isolated communities benefit from teachers who come from different parts of the world and spark their interest. It helps them become global citizens.” (Government of Nunavut, 2022). Teacher candidates from other provinces are encouraged, given the tight-knit, isolated community of Iqaluit. With this, teachers earn a competitive salary and benefits in Nunavut, and in some cases, a Northern living allowance. The disparity in demand of teachers is seen especially when noted that the government provides teachers professional leave to further their education. Moreover, the Iqaluit community is very welcoming and may offer unique professional opportunities to teachers.

Although the schools may have dedicated administration and teachers, the students feel as though an education gap exists between Nunavut and the rest of Canada. Upon asking Nunavut students how they feel about their learning at schools in Iqaluit, a prevailing number of students described that they feel less educated and less prepared than students in other provinces. The unfairness that students felt was evidently conveyed by Grade 11 student Lily Parr, who said “there are actually students like me who want to learn more” (Zerehi, 2016). Parr realized just how behind the Iqaluit curriculum was when she moved to Paris, Ontario and attended a secondary school. Apart from offering a smaller variety of courses, schools in Nunavut struggle to provide adequate extracurricular activities as well. Former Rankin Inlet, a high school just outside of Iqaluit, student Christine Tootoo emphasized how schools in Iqaluit would benefit from having Inuit teachers teach in Nunavut. These teachers would be, as she outlined, “ rooted in the territory — instead of relying on teachers from the south who come and go every few years” (Zerehi, 2016). Additionally, Tootoo suggests integrating Inuit culture as part of the province’s curriculum to boost the youth’s confidence.

As of 2024, a dichotomy brews between perspectives of teachers, students, and the government on how to proceed with education in Nunavut.