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While the benefits of having Inuit teachers in classrooms across Inuit Nunangat are many, the current models of teacher education in the four main Inuit areas in Canada cannot supply the needed number. Few Inuit travel south to attend teacher education programs, which, in any case, are culturally inappropriate. This situation leaves schooling for Inuit in Inuit Nunangat a mostly colonizing experience. To increase the number of Inuit teachers, educational policymakers need to pay attention to what has historically worked well and what is currently working well in Inuit teacher education in Inuit Nunangat. The former can be reintroduced and the latter continued—with resources sharply increased to allow for rapid expansion. The educational system also needs to break away from Eurocentric ideas of what teacher education should be, considering a guided apprenticeship model that leads Inuit into teaching careers in ways that honor cultural ways of learning and rapidly replaces southern teachers with Inuit teachers across Inuit Nunangat. [Inuktitut: South Baffin Dialect] ᓈᒻᒪᒋᓐᖏᔾᔪᑎᒋᔭᒃᑲ ᐱᑕᖃᓐᖏᓐᓂᖏᑦ ᐃᓄᐃᑦ ᐃᓕᓴᐃᔩᑦ ᐃᓄᐃᑦ ᓄᓇᖓᓐᓂ ᐊᒥᓲᒻᒪᑕ, ᑭᓯᐊᓂᓕ ᒫᓐᓇᐅᔪᖅ ᐃᓕᖅᑯᓯᐅᔪᖅ ᐃᓕᓴᐃᔨᔅᓴᐅᓂᕐᒧᑦ ᑎᓴᒪᐅᔪᓂᒃ ᐃᓄᐃᑦ ᓄᓇᖏᓐᓂ ᑲᓇᑕᒥ ᓈᒻᒪᖏᑦᑎᐊᕐᖓᑕ ᐱᑕᖃᕆᐊᓕᓐᓂᒃ. ᐊᒥᓲᓗᐊᓐᖏᑦᑐᑦ ᐃᓄᐃᑦ ᖃᓪᓗᓈᓄᑦ ᐃᓕᓐᓂᐊᕆᐊᖅᐸᒻᒪᑕ ᐃᓕᓴᐃᔨᔅᓴᐅᓂᕐᒧᑦ, ᑕᐃᒪᐃᓐᓂᖓᓐᓄᑦ, ᐃᓕᖅᑯᓯᖏᓐᓂ ᒪᓕᓐᖏᑦᑎᐊᖅᑐᓂᒃ (ᑖᒃᑯᐊᓕ ᐊᔾᔨᒋᓐᖏᑕᖏᑦ ᓂᐅᓴᓐ-ᐹᐳ ᐊᒻᒪᓗ ᑖᓪ 1998). ᑕᒪᓐᓇ ᐃᓕᓐᓂᐊᕕᓐᓂ ᐃᓄᐃᑦ ᓄᓇᖓᓐᓂ ᓲᕐᓗ ᐊᐅᓚᑕᐅᓗᐊᓪᓚᕆᑦᑐᓂ ᐊᑐᕐᖓᑦ. ᐊᒥᓱᕈᖅᑎᑲᓐᓂᕋᓱᐊᕐᓗᒋᑦ ᐃᓄᐃᑦ ᐃᓕᓴᐃᔩᑦ, ᑕᑯᓐᓇᓂᖅᓴᐅᖁᔨᕗᖓ ᐅᐊᑦᑎᐊᕈ ᐊᑐᖅᑕᐅᕙᔪᔪᓂᒃ ᑲᔪᓯᑦᑎᐊᖅᑐᐊᓘᕙᔪᒻᒪᑕᓕ ᒫᓐᓇᐅᔪᕐᓗ ᐊᑐᖅᑎᐊᖅᑐᐊᓗᐃᑦ ᐊᓯᖏᑦ ᐃᓄᐃᑦ ᐃᓕᓴᐃᔨᔅᓴᐅᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᕈᑏᑦ ᐃᓄᐃᑦ ᓄᓇᖓᓐᓂ. ᐊᑐᖅᑕᐅᖃᑦᑕᔪᔪᑦ ᐊᑐᖅᑕᐅᓕᖅᑭᓪᓗᑎᑦ ᑲᔪᓯᑦᑎᐊᑐᐃᓐᓇᓕᕐᓗᑎᑦ − ᑐᑭᓯᒋᐊᕈᑏᑦ ᐊᒥᓱᕈᒃᑲᓂᕐᓗᒋᑦ ᐊᖏᓪᓕᕙᓪᓕᐊᒍᓐᓇᓪᓚᕆᒻᒪᑦ ᓱᒃᑲᓕᔪᒥᑦ. ᐊᑐᓐᖏᖔᖁᔨᕗᖓ ᑕᕆᐅᑉ ᐊᑭᐊᓃᖔᖅᓯᒪᔪᓂᒃ ᐃᓱᒪᖃᕐᓂᐅᔪᒥᑦ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒨᖓᔪᓂᒃ, ᐊᑐᓕᖅᑎᑦᑎᓗᑎᒃ ᐊᑐᐊᖅᓯᓗᑎᑦ ᐃᖅᑲᓇᐃᔮᖃᕈᒪᔪᓂᒃ ᐃᓕᓐᓂᐊᑎᑦᑎᓯᓐᓈᕐᓗᑎᑦ ᐃᓕᖅᑯᓯᐅᒐᔭᖅᑐᓂᒃ ᑕᐃᒫᒃ ᐃᓄᓐᓂᑦ ᐃᓕᓴᐃᔨᑦᑕᖃᕐᓂᖅᓴᐅᓕᕐᓗᓂ ᐃᖅᑲᓇᐃᔮᕇᓐᓇᕐᓗᒋᑦ ᐱᖅᑯᓯᖏᓐᓂ ᐊᑐᕐᓗᑎᑦ ᐃᓕᓐᓂᐊᑎᑦᑎᖃᑦᑕᕐᓗᑎᓪᓗ ᐊᒻᒪᓗ ᖃᓪᓗᓈᓃᓐᖔᖅᓯᒪᔪᓂᒃ ᐃᓇᖐᖔᕐᓗᑎᑦ ᐃᓕᓴᐃᔨᓂᒃ ᐃᓄᐃᑦ ᐃᓕᓴᐃᔨᐅᖔᓕᕐᓗᑎᑦ ᓇᒥᓕᒫᖅ ᐃᓄᐃᑦ ᓄᓇᖏᓐᓂ.

Accelerating Inuit Teacher Education in Inuit Nunangat