Peer-reviewed article
Learning from Inuit perspectives on timimut ikajuqsivik/rehabilitation services for children.
Janna MacLachlan, Leetia Janes, Andrea Andersen, Earl Nowgesic, Stephanie A Nixon ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This research explores how rehabilitation services for Inuit children in Nunavut can be made culturally appropriate by incorporating Inuit knowledge and perspectives. The study engaged 25 Inuit participants through storytelling sessions and identified five Inuit knowledge concepts that should guide rehabilitation practice. The findings argue that rehabilitation services have been shaped by Eurocentric approaches that do not reflect Inuit needs, values, or the goal of self-determination, and that culturally safe service delivery requires alignment with local knowledge systems.
Key points
- Current rehabilitation practice is primarily informed by Eurocentric norms and values rather than Inuit perspectives
- Five Inuit knowledge concepts were identified to guide rehabilitation services: tunnganarniq, inuuqatigiitsiarniq, katujiqatigiinniq, naalagiursaniq, and sivumuaqatigiigniq saimmaqatigiinnikkut
- Lack of Inuit engagement in service design blocks opportunities for culturally safe delivery and Inuit self-determination
- The research used a participatory, community-based approach following the Piliriqatigiinniq Partnership Model
- Contextually relevant practices aligned with local knowledge systems are essential for redressing impacts of colonialism
Limitations
This is a qualitative study focused on perspectives and knowledge concepts rather than measuring outcomes of service delivery or child well-being indicators. The research does not evaluate whether implementing these principles actually improves rehabilitation outcomes for children.
Abstract
The practice approaches and evidence base of timimut ikajuqtiit/rehabilitation professionals working with children are primarily informed by Eurocentric norms and values. Such approaches may not meet the needs of Inuit who have infrequently been engaged in informing the delivery of timimut ikajuqsivik/rehabilitation services. A lack of engagement of Inuit knowledge and perspectives blocks opportunities for culturally safe service delivery and Inuit self-determination. This research sought to illuminate knowledge on how the timimut ikajuqsivik interests of Inuit children in the Qikiqtani Region of Nunavut can be understood and supported by foregrounding Inuit perspectives. This qualitative inquiry followed the Piliriqatigiinniq Partnership Model for Community Health Research and was supported by a critical decolonizing lens. Twenty-five participants engaged in individual or group storytelling sessions. Analysis involved a holistic synthesis of data and a participatory process. Five Inuit knowledge concepts were identified to guide timimut ikajuqsivik: [Formula: see text] (tunnganarniq), [Formula: see text] (inuuqatigiitsiarniq), [Formula: see text] (katujiqatigiinniq), [Formula: see text] (naalagiursaniq) and [Formula: see text] [Formula: see text] (sivumuaqatigiigniq saimmaqatigiinnikkut). We argue for contextually relevant practices, encouraging timimut ikajuqsivik/rehabilitation services to align with the knowledge systems, needs and guidance of local contexts. We draw attention to the importance of this alignment for redressing the impacts of systems of inequity such as colonialism.