Culture, Community, Language, and Land: A Case Study of Co-management Led Marine Stewardship Education Resources in Nunatsiavut

Abstract

Marine education plays a key role in equipping individuals and communities with the knowledge and skills necessary to manage complex challenges associated with our changing ocean. In Nunatsiavut – a unique self-governing Inuit territory in northern Labrador – being competent on the land and water has been integral to well-being, economies, and culture since time immemorial, and continues to this day. Consequently, there is a wealth of coastal knowledge and stewardship practices. The Torngat Secretariat – a co-management institution created under the Labrador Inuit Land Claims Agreement – has initiated the Paigitsiaguk project (“taking care of it” in Inuktitut) which is creating interdisciplinary education kits for schools in Nunatsiavut based on locally and culturally important species. This paper explores the Putjotik (“snow crab”) kit, and investigates the diverse ways in which community-, land-, and place-based education can contribute to renewing a culture of marine stewardship. This study employs a mixed-methods qualitative research design by combining a narrative literature review and content analysis to analyze literature for calls for action on Inuit education and how they might be met by the Putjotik kit. This project also explores how Inuit, local, and scientific knowledge can be bridged and communicated within the bounds of the K-12 provincial science and social studies curriculum. Finally, this paper also explores the diverse ways in which co-management institutions such as the Torngat Secretariat contribute to sustainable marine stewardship, management, and self-determination through education interventions.