ESCalate Student Grant Final Report
Breathing out ‘the songs that want to be sung’1: A dialogue on research, colonization
and pedagogy with a focus on the Canadian Arctic
Heather Moquin
PhD Candidate
University of Glasgow
March, 2010
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Excerpt from Ipellie (1993, p. 101)
Introduction
The grant provided by ESCalate has been used towards my doctoral research. The
purpose of this report is to offer a summary of this research. For this, I provide short
summaries of the chapters and sections of my thesis and include highlights of the
objectives, methodologies, discussions, reflections and conclusions which have made up
my research.
Chapter 1: Introduction
This research has had a focus on the Canadian Arctic while, through the process of
conducting the research, academia has become a parallel and integrated context which I
have also considered. I have chosen away from conducting fieldwork for this research
and have instead relied solely on published writings by Inuit (my ‘source literature’) and
non-Inuit for my ‘data’. The overall research question is as follows:
How have Inuit responded to colonization through writing and what do themes from
these writings - and corresponding themes in writings by non-Inuit – convey regarding
ideal pedagogies for overcoming challenges stemming from reliance on rigid conceptions
of identity?
Behind this research question sit three main objectives which I have addressed within my
thesis. These are as follows:
1) Considering the long history of exploitative research on Inuit, and considering
questioning and reflection on my own positionality as a non-Indigenous researcher, one
objective has been to conduct this research in an ethical and respectful manner,
considering the facets of such an approach.
2) A second objective has been to place different texts regarding colonization, research
and pedagogy – in relation to the particular context of the Canadian Arctic – in
conversation with each other and to write a text accordingly.
3) After recognizing similarities between pedagogies deemed as ‘ideal’ for overcoming
challenges from the perspectives of Inuit and perspectives more broadly, a third objective
has been to characterize ‘ideal’ pedagogies, highlighting the crossover of these
perspectives.
Section 1: Locating the research
Chapter 2: A change in direction
In this chapter of my thesis, I reflect on a conference presentation which occurred in the
first year of my doctoral research. At this conference, I was questioned on issues of
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positionality and representation as a non-Indigenous researcher with aims of researching
an Indigenous context. I discuss how such questioning has come to be seen as almost
standard for research areas of contention and seen to be protecting marginalized contexts
which have been exploited historically. I also reflect, however, that in the case of my
research, acontextual questioning led to me feeling divided from my contextual
experience and connections and subsequently the practical impetus and realities which
motivated my research initially. I discuss further that when acontextual, questioning
within academia, though perhaps seen as standard and necessary, cannot protect
marginalized contexts or people as research relationships are contextual and ethics of
research(ers) are developed in interaction with subjects of research not from the
application of acontextual academic standards. I surmise, then, that standards within
academia, instead of protecting marginalized contexts, may instead be protecting us as
academics from fully realizing the centrality and influence of our subjectivities within
research. Such reflections on this experience invariably led to very careful consideration
of the ethics of my own research and a decision to conduct research that ‘listened’ to
context and therefore the decision to rely on the process of reading published writings for
the data collection of this research.
Chapter 3: Listening to context
In this chapter with an aim of highlighting my processes of reading as listening and
writing as conversation between texts and with an aim of grounding my research in a
consideration of ethics, I begin with the presentation of a literature review on ethical
versus exploitative research within the Canadian Arctic where texts by Inuit speak to and
back to research in or on the Arctic. This review, which I discuss as ‘researching the
research’, leads into a questioning on stereotypical narratives regarding Aboriginal
peoples and subsequently into a discussion on the nature of ‘truth’. This consideration of
‘truth’ is located within a Foucauldian definition of discourse whereby that which is
shown or depicted as ‘real’ or ‘true’ is dependent on what a particular narrative is used
for and who holds power over the knowledge being portrayed. This discussion leads into
the consideration that there are therefore particular versions of reality of the Arctic which
have been marginalized historically. In choosing to listen to writings by Inuit, I privilege
these knowledge claims within this research as these writings tend to offer different
perspectives to those which have become hegemonic and authoritative.
Chapter 4: Considering the categories
Carrying on with the theme of ‘listening’, in chapter four I ‘listen’ to the humanities
within this research. Located within the social sciences and drawing on what some refer
to as an atypical methodology for the social sciences by relying on literary methods, I felt
it was important to transparently and clearly depict my consideration of the literature
drawn on within this research. Therefore, in this chapter I consider the literary
categorizations which writings by Inuit have been classified within and the relevance of
these categories. I first consider ‘Inuit writing and literature’ broadly discussing
perspectives on the history of Inuit writing and perspectives on the varied purposes and
motivations behind Inuit as writers. Next, I reflect on the broad category of ‘Native
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literature’ which has been problematized as a category both too narrow, in that some
prefer to not be defined solely by the ‘Native’ portion of the label (Hoy, 2001, p. 6), and
as a category too broad, in that some express that the diversities within such a category
get subsumed through the broadness of the label (Hoy, 2001, p. 6; Acoose, 2001, p. 46 &
47). This label has not been directly addressed within the source literature and Inuit
writing is contained only marginally within this wider category. I discuss how this
marginal status of Inuit writing means that this writing is both excluded from
participation in wider critical discussions on categorization as ‘Native literature’ while it
is also protected from wider challenges which trouble the wider category and therefore
there is more freedom for Inuit writing to develop and exist in more independent and
natural spaces. I go on to also consider the relevance of three more categories. I discuss
how the label of ‘post-colonial literature’ is considered to be inappropriate for Inuit
writing as the term ‘post-colonial’ inherently considers the colonial period as past.
Finally I discuss how I consider the categories of ‘resistance literature’ and ‘testimonial
literature’ as both relevant labels for Inuit writings, and highlight how the latter category
is seen as particularly relevant for my thesis where I came to consider the source
literature writings as testimonies which I was ‘listening’ to.
Chapter 5: Intertextuality
In this chapter I consider the term ‘intertextuality’ which I have drawn on as a guide for
the writing of my thesis as a conversation between different excerpts of texts. Returning
to discuss the nature of ‘truth’, I highlight how an intertextual understanding where truth
is seen as partial, perspectival and constructed through relations is consistent with Inuit
perspectives and my own perspective of truth. Moving forward from this discussion, I
reflect on how, within the writing of my thesis, I encountered challenges making the text
final which was reflective of concerns over the representative nature of language. I
discuss how language can be seen as rigidly representative while it also can be considered
less rigidly. In this thesis, I have chosen to privilege the less rigid perspective on
language as I bring different perspectives and terminologies together and allow them to
sit side-by-side while I observe where they fit together and where they differ. In the final
section of this chapter, I draw on my considerations of intertextuality to return to and
address the questioning I encountered on positionality and representation at the
conference discussed in chapter 2. After considering various perspectives on the nature of
‘speaking for others’ I respond by highlighting a need to consider different subject
positions within text and ways for a text to inherently contain questioning on being taken
as representative. This facilitates the realization that though a text can be seen to speak
for, it can also be seen to speak in other ways, to speak to and so that others can speak to
each other within text. Though I acknowledge the reservations on and the limitations of
textual conversation (i.e. as highlighted by Hoy, 2001), I discuss how dialogue within
text is potentially useful for learning about and recognizing similarities and differences in
perspectives.
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Chapter 6: The methodologies
In this chapter I consider my methodologies in more depth. After reviewing the need to
identify the processes of reading and writing as my methodologies, I return to my
misgivings with textual research where I conclude that textual research can be practical
and dialogic if a posture of empathetic criticality is adopted. Such a posture facilitates
recognition that as researchers we are part of the world we research which elicits a
greater sense of empathy and the facilitation of dialogue. Here I point to links to Freire’s
(in Freire & Faundez, 1989, p. 48) assertion that dialogic work not be basist nor elitist as
“rigorous thought must not deny naivety in its attempt to go beyond it.” Further,
adopting such a posture and the nature of textual research has meant that this research
was slow and careful which facilitated a return to areas of practical concern to the context
being studied. In the next section I situate my methodologies, first considering the nature
of ‘standards’ within academia with which my research is in reaction to, before
considering alternative theoretical perspectives which I feel are located close to my
methodological approach. Finally in this chapter, I review theoretical perspectives which
have influenced the consideration of my reading and writing methodologies respectively.
Section 2: Reaffirming context
Chapter 7: The Canadian Arctic
In this chapter and the next, I rely largely on the source literature to reaffirm the
contextual focus of this research. In this chapter, I consider the Canadian Arctic context
generally. I first describe how many refer to the approximate time period of the 1910s
until the 1970s as the period of initial or historical colonization for Inuit in Canada. Next,
I discuss that, in the accounts of colonization I have read, Inuit tend to highlight
transformational, violent and painful aspects. I go on to discuss contemporary impacts of
colonization where high levels of social health challenges such as substance abuse and
suicide are considered. I discuss here that Inuit tend to describe colonization as occurring
distinctly in general terms for three generations of Inuit, from those who experienced
historical colonization as adults, to those who experienced this period as children to those
young adults and children in the contemporary Arctic who have experienced colonization
more indirectly through the impacts felt by their parents’ and grandparents’ generations.
Finally, I look at the maintenance of contemporary impacts of colonization. Here I
consider the Canadian state’s role in maintaining difficult conditions for many Inuit,
where I discuss the non-recognition of Inuit within Canadian law as highlighted within
the film Kiviaq versus Canada (Isuma, 2006) and the lack of full implementation of landclaim agreements.
Chapter 8: Educational and schooling spheres
In a similar vein to chapter 7, in this chapter, I draw largely on the source literature to
reaffirm the context of this research, this time focusing more specifically on schooling
and education. I begin by considering Inuit pedagogy before colonization before
considering perspectives on mainstream education which was introduced into the Arctic
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through Inuit children being forced to attend residential schools during a period of
historical colonization. I review here broader impacts, such as confusions in identity,
which many attribute to the introduction of mainstream schooling and a need to live and
study within two separate cultures (i.e. Freeman, 1988). I go on to consider how many
discuss the contemporary system of education within the Canadian Arctic as having
reached crisis levels with a very high number of school leavers (i.e. Statistics Canada
figures (Tait, 2008, p. 18) highlight that 51% of Inuit in Canada have not completed high
school). I also consider how many of the challenges discussed as occurring for those at
primary and secondary levels of education are also evident at tertiary levels of education.
Of particular relevance for this thesis are discussions on challenges with rigid identity
constructions as a barrier to education. Finally, I discuss how many point to education as
the way forward from the high levels of social health challenges in the Arctic.
Section 3: “Being Inuit is just a story”2
Chapter 9: Narratives as harmful
In this chapter I consider how narratives can be harmful to conceptions of identity. I
begin with a discussion on the loss of freedoms Inuit discuss as occurring through
colonization, where I highlight how contemporary discussions tend to focus on the loss of
ideological freedoms or losses in a freedom to name oneself or reject labels altogether. I
then turn to focus on how narratives can be harmful to self conceptions of identity,
particularly when narratives are considered to be rigidly true. I begin this discussion with
a contemplation on the relevance of formal terminologies of trauma, which have origins
in clinical and medical discourse, to experiences of colonization and ongoing impacts
from historical colonization within the Canadian Arctic. Formalized terminologies of
trauma are rarely drawn on in a formal sense within the source literature, an observation I
use to argue that there is a need to be wary of such formal terminologies as individual,
unique stories can be subsumed by the over-generalizing nature of discourse. I move on
to consider the use of Inuit culture essentialisms for strategic political purposes and
discuss how many Inuit highlight that in the harkening back to essentialisms there is an
idealization of non-physical aspects of culture not a desire to return to the past as it was
actually lived (i.e. Cournoyea, 1988, p. 286). I also highlight, however, the danger of
essentialisms and point to links discussed between reliance on rigid constructions of
cultural identity and social health challenges in the Arctic (i.e. Kaukjak Katsak in
Wachowich et al, 1999, p. 199). In the final section of this chapter, I discuss that many
Inuit point towards education as a route for the restoring of freedoms lost through
colonization, a discussion with obvious links to Freire’s (1973, p. 46) “education as the
practice of freedom” which I expand upon within chapter 11.
Chapter 10: Narratives as affirmative
On a similar theme to chapter 9 but from the alternative angle, in this chapter I look at the
affirmative aspects of narratives. Through the reading methodology utilized within this
research, I came to see that the narratives I read are often responsive to historical
2
A suicide counsellor from Pangnirtung quoted in Stevenson, 2006, p. 176.
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colonization and contemporary impacts. In this chapter I consider how the construction
of a narrative can be a facilitative process for cultural and identity affirmation and
resilience to challenges in life. Here I discuss how the process of narrative construction
has been recognized within academic literature as a process for fostering resilience and
accommodating trauma. Writing is seen as a process particularly conducive to the
accommodation of trauma through its allowance for fluctuation, between for example
remembering/forgetting and realism/fiction, which is highlighted as characteristic of
trauma recountings (Kirmayer, 1996). I next consider how sharing of narratives is also
seen as a facilitative process for cultural and identity affirmation and for coping with
challenges in life. I discuss here how the collective sharing of narratives on colonization
and contemporary experiences of Inuit offer spaces for dialogue and the contesting of
hegemonic or authoritative narratives held as true. I next present the source literature
speaking to and back to these themes on constructing and sharing narratives as
affirmative. Finally, I discuss how in the reading of the source literature I also came to
see how Inuit writings tend to affirmatively question hegemonic ‘truths’ in four main
ways: 1) deconstruction, 2) offering alternative accounts, 3) reversing the gaze and 4)
reactionary humour. Drawing on examples from the source literature, I expand on each of
these.
Section 4 (Chapter 11): Conversations on pedagogy
In this chapter, I consider perspectives on pedagogies with a focus on those considered
‘ideal’ for overcoming challenges in life stemming from reliance on rigid conceptions of
identity. I begin by considering ‘ideal’ pedagogies as discussed by Inuit within the source
literature. Here I discuss how three principles important to Inuit pedagogies from the past
(namely imaginative freedom for invention, experiential learning and a holistic approach)
are still considered as relevant in the contemporary Arctic. I also discuss four
contemporary aspects also considered as ‘ideal’ aspects to pedagogy within the source
literature: 1) the importance of the land; 2) bilingualism; 3) inclusion of narratives on
Inuit identity, culture, history and knowledge; and 4) inclusion of elders and their
knowledge. Next, moving out to consider broader perspectives on pedagogy, I discuss
wider critiques of mainstream pedagogy which have similarities with critiques raised
within the source literature, such as a predominance on only recognizing learning within
institutions as valid. After tracing my path in the recognition of similarities between Inuit
‘ideal’ pedagogies and ‘ideal’ pedagogies more broadly where I emphasize a need to
recognize the fact that we are all different paradoxically as a site to begin to recognize
and discuss points of connection, I move on to discuss five aspects of ‘ideal’ pedagogy
discussed more broadly by critical learning theorists. These aspects can be summarized as
follows: 1) a revaluing of so-called ‘soft’ skills such as imagination which I discuss as
necessary for all creative processes; 2) promoting the reclaiming of identity constructs
through a tolerance for imaginative freedoms; 3) tempering these freedoms through
dialogic processes where humility is mentioned as a key quality for both the teacher and
learner; 4) a consideration of these pedagogies as contextualized ways of living; and 5) a
consideration that these are pedagogies of resilience in that they can be used to teach
learners how to negotiate the paradox of essentialist language. Finally in this chapter I
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consider crossovers between Inuit ‘ideal’ pedagogies with these five broad aspects of
‘ideal’ pedagogies.
Chapter 12: Conclusion
In the conclusion of my thesis I offer section summaries, I detail how I have addressed
my three main objectives and I reflect on my conclusions. Within this reflection I revisit
my conclusions of chapter 11 on ‘ideal’ pedagogies, I stress the partiality of my
conclusions which is emblematic of my choice in methodology and I discuss the clarity
and singularity in my knowledge gained through undertaking such an atypical
methodology. Here I emphasize the site of text as a space for contemplation and learning.
Summary
The purpose of this report has been to provide a summary of my doctoral thesis as I have
drawn on the student grant from ESCalate for the writing of this text. In doing so, I have
provided chapter summaries.
This grant has been instrumental in allowing me to reach my current stage of doctoral
studies. As I write this report in March 2010, the thesis text is complete and I am in the
process of preparing it for submission to the viva committee with the intent that this will
occur at the end of this month.
Acknowledgements
I would like to thank ESCalate for support throughout the period of my doctoral studies,
not only the financial support but also the opportunity for ongoing training and
collaboration. I would also like to thank my thesis advisors and mentors, Prof. Alison
Phipps and Prof. Jean Barr for their consistent support and guidance throughout my
doctoral studies.
References
Cournoyea, N. (1988). Everybody likes the Inuit. In P.Petrone (Ed.), Northern voices:
Inuit writing in English. Toronto: University of Toronto Press.
Freeman, M.A. (1988). Living in two hells. In P.Petrone (Ed.), Northern voices: Inuit
writing in English. Toronto: University of Toronto Press.
Freire, P. & A. Faundez. (1989). Learning to question: A pedagogy of liberation. New
York: Continuum.
Freire, P. (1973). Pedagogy of the oppressed. New York: The Seabury Press.
Hoy, H. (2001). How should I read these? Native women writers in Canada. Toronto:
University of Toronto Press.
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Ipellie, A. (1993). Arctic dreams and nightmares. Penticton: Theytus Books.
Isuma. (2006). Kiviaq versus Canada [Video]. Igloolik Isuma Productions. Retrieved
February 21, 2010 from http://www.isuma.tv/hi/en/isuma-productions/kiviaq-vs-canada
Stevenson, L. (2006). The ethical injunction to remember. In. P. Stern & L. Stevenson
(Eds.), Critical Inuit studies: An anthology of contemporary Arctic ethnography.
Lincoln: University of Nebraska Press.
Tait, H. (2008). Aboriginal Peoples Survey, 2006: Inuit health and social conditions.
Statistics Canada. Retrieved March 1, 2010 from
http://www.cwlc.ca/files/file/Aboriginal%20Peoples%20Survey%202006%20(Inuit%20h
ealth%20and%20social%20conditions).pdf
Wachowich, N., Agalakti Awa, A., Kaukjak Katsak R. & S. Pikujak Katsak. (1999).
Saqiyuq: Stories from the lives of three Inuit women. Montreal & Kingston: McGillQueen’s University Press.
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