This article examines the Arctic as an international region, outlining the ways in which it is similar to other international regions and ways that it is unique. The article argues that the Arctic, fundamentally, is a regional security complex built around interdependence on environmental and ocean issues, and that this has consequences for the kinds of issues it should address and the regional public goods it can provide.

Traditional theories of International Relations have thus far failed to explain the unusual degree of cooperation seen in the Arctic between Russia on the one hand, and the seven Western Arctic states led by the United States on the other.  Rather than witnessing a devolution into competition and conflict over strategic shipping routes and hydrocarbon resources, regional Arctic institutions have continued to grow in strength and number in the past several years, and transnational ties have deepened. This has prompted some observers to describe the Arctic as ‘exceptional’ – somehow immune to or isolated from global political competition.This paper argues that the Arctic regional order is exceptional insofar as Arctic states and those states with involvement in the region have worked to negotiate an order and balance of power predicated on norms such as cooperation and multilateralism. The establishment of an Arctic international society has seen great powers and smaller powers come together to form an order aimed at promoting norms and institutions not seen elsewhere in the world. By using an English School approach to understand the Arctic, we contend that Arctic international society has been deliberately negotiated in a way that promotes cooperation between Arctic states. However this order can be disrupted if Arctic international society does not take conscious steps to maintain a strong institutional framework that protects Arctic internationalism.

The recruitment and retention of health professionals in rural, remote, and northern regions is an ongoing challenge. The Northern Nursing Education Network brought together nursing students working in rural and remote regions of the circumpolar north in Innovative Learning Institute on Circumpolar Health (ILICH) events to create opportunities for shared learning and expose both students and faculty to local and traditional knowledge that informs health behaviors specific to regions with Indigenous populations. Using participant experience data extracted from program discussions, evaluations, and reflective notes conducted after ILICH events held in 2015–2017, this paper explores how these two-week institutes can contribute to knowledge that is locally relevant yet transferable to rural areas across the circumpolar north. The findings clustered around experiences related to (1) Language as a barrier and an enabler; (2) shared values and traditions across borders; (3) differences and similarities in nursing practice; (4) new perspectives in nursing; and (5) building sustainable partnerships. Students learned more about their own culture as well as others by exploring the importance of language, cultures, and health inequity on different continents. Shared values and traditional knowledge impacted student perspectives of social determinants of health that are highly relevant for nurses working in the circumpolar north.

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This article describes a graduate student learning experience as part of an international nursing collaborative working together to develop an academic partnership for global health education in the circumpolar north. The experience provided an opportunity to conduct a pilot project in a rural, remote, northern community using an indigenous, global context. Building on the Canadian-Siberian collaboration, the graduate student attended an academic institution in Siberia, where she focused on the sharing of expertise, knowledge, and insights in order to address the challenges facing indigenous people in achieving optimal health and well-being in the circumpolar north. The goal was to create a foundation for "putting health into place" in a northern context, with the hope of creating shared learning opportunities for undergraduate students between the 2 countries.The intent is to share the approach used by the graduate student to use a conceptual model to assess the feasibility of creating a context-relevant global health experience for northern nursing education.

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