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Abstract
This inquiry focuses on Qallunaat (non-native) teachers' perceptions of their lived experiences teaching and learning in the arctic region of Nunavik, Québec, Canada. Academic underachievement of Inuit children and high drop out rates in northern schools are a great concern for every community. An important contributing factor to the lack of academic success of Inuit children is the high turnover rate of Qallunaat teachers. Social distancing, isolation and cultural dislocation are major problems that many southern teachers find difficult to confront. Through a year-long Action Research Project in Nunavik focusing on eight Qallunaat teachers, I used a narrative inquiry to explore these teachers' shifting perceptions of their experiences as they attempted to adapt to their Inuit host community. Data confirms that without appropriate preparation and support, Qallunaat teachers perceive that they face overwhelming challenges educating Inuit youth and building relationships with Inuit community members. During my work in this northern community, I observed how these teachers seeking direction within such significant cross-cultural tensions, were confronted with profound existential issues. I examined why their southern perceptions and their northern experiences made them question some fundamental values that are at the core of their identities. I used an interdisciplinary dialogical post-colonial framework to situate these Qallunaat teacher voices in the educational contexts of Nunavik. By listening to these teachers, I began to understand how conflicts in identity arose when teachers' attitudes did not match their perceptions of their positionings in their host community. Methods included formal and informal conversations, individual and group interviews, photovoice and journals. I found that Qallunaat teachers can contribute to the North if they learn to position themselves as compassionate observers and listeners. Through dialogue, Qallunaat teachers can create shared spaces to better understand the particular needs of Inuit community members and consider alternatives and solutions. I provide recommendations to the Kativik School Board that might better prepare and support Qallunaat teachers. This study has direct implications for policy regarding pre-service and in-service education for educators within the Kativik School Board, Quebec Ministry of Education and the McGill Faculty of Education.
