This collection of 15 chronologically arranged papers is the first-ever definitive treatment of the intellectual history of Eskimology—known today as Inuit studies—the field of anthropology preoccupied with the origins, history, and culture of the Inuit people. The authors trace the growth and change in scholarship on the Inuit (Eskimo) people from the 1850s to the 1980s via profiles of scientists who made major contributions to the field and via intellectual transitions (themes) that furthered such developments. It presents an engaging story of advancement in social research, including anthropology, archaeology, human geography, and linguistics, in the polar regions. Essays written by American, Canadian, Danish, French, and Russian contributors provide for particular trajectories of research and academic tradition in the Arctic for over 130 years. Most of the essays originated as papers presented at the 18th Inuit Studies Conference hosted by the Smithsonian Institution in October 2012. Yet the book is an organized and integrated narrative; its binding theme is the diffusion of knowledge across disciplinary and national boundaries. A critical element to the story is the changing status of the Inuit people within each of the Arctic nations and the developments in national ideologies of governance, identity, and treatment of indigenous populations. This multifaceted work will resonate with a broad audience of social scientists, students of science history, humanities, and minority studies, and readers of all stripes interested in the Arctic and its peoples.

Since the mid-twentieth century, sustained contact between Inuit and newcomers has led to profound changes in education in the Eastern Arctic, including the experience of colonization and progress toward the re-establishment of traditional education in schools. Heather McGregor assesses developments in the history of education in four periods � the traditional, the colonial (1945-70), the territorial (1971-81), and the local (1982-99). She concludes that education is most successful when Inuit involvement and local control support a system reflecting Inuit culture and visions.

On January 22, 2005, Inuit from communities throughout northern and central Labrador gathered in a school gymnasium to witness the signing of the Labrador Inuit Land Claim Agreement and to celebrate the long-awaited creation of their own regional self-government of Nunatsiavut. This historic agreement defined the Labrador Inuit settlement area, beneficiary enrollment criteria, and Inuit governance and ownership rights. Settlement, Subsistence, and Change Among the Labrador Inuit explores how these boundaries—around land, around people, and around the right to self-govern—reflect the complex history of the region, of Labrador Inuit identity, and the role of migration and settlement patterns in regional politics. Comprised of twelve essays, the book examines the way of life and cultural survival of this unique indigenous population, including: household structure, social economy of wildfood production, forced relocations and land claims, subsistence and settlement patterns, and contemporary issues around climate change, urban planning, and self-government.

The Meta Incognita Project investigates Martin Frobisher’s Arctic expeditions of 1576-1578 (which included the first English attempt to establish a colony in Canada and mine its mineral resources) and their effects on the culture of the Inuit he encountered. This report focuses mainly on the field investigations conducted in 1991 by a number of Canadian and American archaeologists, anthropologists and geologists and includes papers on their preliminary findings as well as on the historical context and the issues of the project.

The Inuit World is a robust and holistic reference source to contemporary Inuit life from the intimate world of the household to the global stage. Organized around the themes of physical worlds, moral, spiritual and intellectual worlds, intimate and everyday worlds, and social and political worlds, this book includes ethnographically rich contributions from a range of scholars, including Inuit and other Indigenous authors. The book considers regional, social, and cultural differences as well as the shared histories and common cultural practices that allow us to recognize Inuit as a single, distinct Indigenous people. The chapters demonstrate both the historical continuity of Inuit culture and the dynamic ways that Inuit people have responded to changing social, environmental, political, and economic conditions. Chapter topics include ancestral landscapes, tourism and archaeology, resource extraction and climate change, environmental activism, and women’s leadership. This book is an invaluable resource for students and researchers in anthropology, Indigenous studies, and Arctic studies and those in related fields including geography, history, sociology, political science, and education.

Using archival material and oral testimony collected during workshops in Nunavut between 1996 and 2008, Frédéric Laugrand and Jarich Oosten provide a nuanced look at Inuit religion, offering a strong counter narrative to the idea that traditional Inuit culture declined post-contact. They show that setting up a dichotomy between a past identified with traditional culture and a present involving Christianity obscures the continuity and dynamics of Inuit society, which has long borrowed and adapted "outside" elements. They argue that both Shamanism and Christianity are continually changing in the Arctic and ideas of transformation and transition are necessary to understand both how the ideology of a hunting society shaped Inuit Christian cosmology and how Christianity changed Inuit shamanic traditions.

"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.

Over the past decade, some of the most innovative work in anthropology and related fields has been done in the Native communities of circumpolar North America. Critical Inuit Studies offers an overview of the current state of Inuit studies by bringing together the insights and fieldwork of more than a dozen scholars from six countries currently working with Native communities in the far north. The volume showcases the latest methodologies and interpretive perspectives, presents a multitude of instructive case studies with individuals and communities, and shares the personal and professional insights from the fieldwork and thought of distinguished researchers. The wide-ranging topics in this collection include the development of a circumpolar research policy; the complex identities of Inuit in the twenty-first century; the transformative relationship between anthropologist and collaborator; the participatory method of conducting research; the interpretation of body gesture and the reproduction of culture; the use of translation in oral history, memory and the construction of a collective Inuit identity; the intricate relationship between politics, indigenous citizenship and resource development; the importance of place names, housing policies and the transition from igloos to permanent houses; and social networks in the urban setting of Montreal. Critical Inuit Studies is essential reading for students and scholars interested in today's circumpolar North and in contemporary Native communities.

This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions. With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts. The book offers a range of important studies from various contexts across the Americas, including Canada, the various member nations of the Caribbean Community (CARICOM), Puerto Rico, and the United States. The various chapter contributions address and discuss nuances of each of the contexts under study. The contributions also help highlight some key commonalities across these contexts, including how dominant discourses and various forces have historically shaped—and continue to shape and reproduce— such omissions, misrepresentations, and marginalization. In addition to seeking to reconcile with some of these ancient and Indigenous wisdom traditions and cultures, the book charts a path forward toward more holistic analytical frameworks as well as more inclusive and balanced representations and classroom practices in these aforementioned geographic contexts and beyond. It will appeal to scholars, researchers, undergraduate, and graduate students with interests in Indigenous education, curriculum studies, citizenship education, history of education, religion, and educational policy.