Learning from the land (Nunami iliharniq): Reflecting on relational accountability in land-based learning and cross-cultural research in Uqšuqtuuq (Gjoa Haven, Nunavut)

Abstract

The land is where Inuit knowledge transfer has taken place for generations. Land-based programs for learning and healing have been increasingly initiated across Inuit Nunangat in support of Inuit knowledge transfer that was disrupted by colonial settlement policies and imposed governance systems. We worked with Elders in Uqšuqtuuq (Gjoa Haven, Nunavut) to develop a project to understand the connections between caribou and community well-being. They emphasized that Elder–youth land camps are the most effective means for Elders to share their knowledge, for youth to learn, and for researchers to engage in respectful research. We used the Qaggiq Model for Inuktut knowledge renewal as a guiding framework, and we followed the direction of a land camp planning committee to plan, facilitate, and follow-up on three land camps (2011–2013). The Qaggiq Model also outlines the Qaggiq Dialogue as a way of engaging in relational accountability according to Inuit context and values. In this paper, we reflect on the complexities of upholding relational accountability in cross-cultural research — as part of entering into a Qaggiq Dialogue — with particular emphasis on local leadership, ethics and safety, experiential learning, and continuity. Our intention is to help others evaluate the opportunities and limitations of land camps for their own community context and research questions.