On 6 September 2013 the Mary River Inuit Impact and Benefi t Agreement (MRIIBA) was signed between the Qikiqtani Inuit Associa on (QIA), represen ng the Inuit of Baffi n Island, and Baffi nland Iron Mines Corpora on (BIMC). Among other things, the MRIIBA is intended to promote Inuit employment and training as a way of maximizing local benefi ts from the mine. Drawing from qualita ve research that followed twenty-two formerly-employed and employed mine workers, this ar cle cri cally evaluates the agreement's outcomes, which have yet to fulfi ll the stated employment goals and training provisions. Contribu ng to these dismal outcomes is a communica ons gap between local Inuit and the land claims organiza ons responsible for brokering the agreement with the project proponent. The ar cle explores the resul ng gaps in communica on between community members and various stakeholders involved with the project, and concludes by off ering considera ons for future agreements.
This article examines indigenous responses to oil and gas development in Canada's Northwest Territories. Drawing from the works of Paulo Freire, the role of adult educators as cultural workers engaged in political literacy is problematized in relation to Freire's pedagogy and understanding of the oppressed. Using the case of development in northern Canada, the author argues that Freire's dialectic of oppressor-oppressed and the central role ascribed to educators in his pedagogy is fraught with difficulties. Marxian class analyses are incorporated into the general rubric of Freirean thought to argue that resolution of the oppressor-oppressed dialectic is an attainable and realistic goal for those located on the margins of mainstream society.
This empirical research inquiry examines the influence that the current economic climate - driven by the extraction of non-renewable resources currently underway in the Northwest Territories - is having on adult education policy and program development. A qualitative methodology involving open-ended interviews was chosen for this study to better understand how local realities of labour market influenced educational policy and its implications for policy process and practice. The inquiry gathers perceptions of those given authority and responsibility for developing policy on behalf of northerners, and also those affected by such policies. Interviews were conducted during the summer of 2005 and included policy planners at Aurora College and other stakeholders involved in northern development, adult education and training. Findings suggest that the cooptation of adult education by market forces has occurred despite increased local autonomy through recent Aboriginal self-governance initiatives. Implications for community sustainability and governance are examined within this context.
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