Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces

Abstract

Nunangat pedagogies concern the adoption of teaching practices informed by relationships with land, water and ice. In this article, the researcher examines an opportunity to disrupt Global North dominance in the Inuit homeland through engagements with fox. Nunangat methodologies require consultations with Elders and hunters especially concerning knowledge that is not accessible via the Internet or at the library. A rhizomatic analysis is used to connect the presentation of the various research narratives and analysis of encounters with fox. These strategies are employed to facilitate occasions to re-conceptualize early childhood practices in ways which enable recognition of the vitality and viability of local Indigenous ways of knowing and being.