Abstract

In 1999, the government of Canada and the Inuit of the Eastern Arctic established the new Territory of Nunavut.

The consensus style of decision making, sustainable resource management, use of the Inuktitut language, and a holistic world view are principles intrinsic to Inuit culture.

Barring a major shift in population from South to North, Inuit were expected to comprise 82% of the population in their homeland by 2005, when the transition to a Nunavut Territory is complete. Currently, as in 1999, the management community in the Arctic is largely staffed by transient white professionals from Southern Canada. The transfer from a Qallunaat (Whites) to an Inuit management work force will take place gradually as Inuit gain positions of power at representative levels. As hundreds of skilled Qallunaat continue to move to the Territory each year to create Nunavut, educators and managers are under increasing pressure to maximize skill transfer from the fly-in "experts" to their apprentices.

Many of the Inuit who were recruited for positions of power were gaining their skills within the Inuit management community that took shape in the workplace during the past fourty years -- largely outside of the (then) GNWT. These Inuit management apprentices worked for the co-ops, municipalities, schools, broadcasters, regional and National Inuit organizations and businesses.

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In 1993, two interactive televised courses were held for Inuit across the Arctic. The second course was delivered in separate English and Inuktitut language versions. Both were successful events as measured by completion rates, self-reports and two external evaluations; however, apprentices' interaction with their co-participants in the decentralized learning groupswas rated was rated just as effective for learning as the interaction with their remote instructors. Once back at the job, the co-workers and supervisors were also found to be effective for developing management skills. However there were differences in opinion on the effectiveness of this interaction among apprentices depending on cultural and situational differences.

This thesis describes, from a situated learning perspective, the importance of interaction among the workshop co-participants, supervisors and co-workers. An analysis of what expertise was available to the 32 management apprentices is followed by a discussion of how interaction and situational factors may have lead to, and/or inhibited, their development of knowledgeable skill, identities and membership in the Arctic management community.

This thesis report will be of interest to educators working in distance learning and Aboriginal management development.

For a copy of the thesis, please write:

tomaxtell@rogers.com