ᖁᕕᐊᓱᒃᐳᒍᑦ ᓴᖅᑭᑎᑦᑎᔪᓐᓇᕋᑦᑕ ᓄᑖᓂᒃ Inhabit Education-ᒃᑯᓄᑦ ᐅᖃᓕᒫᒐᓕᐅᕈᔾᔨᖃᑦᑕᖅᑐᓂᒃ ᐃᓕᓴᖅᓯᓂᕐᒥᒃ! ᐅᐱᒍᓱᒃᐳᒍᑦ ᓴᖅᑭᔮᖅᑎᑦᑎᔪᓐᓇᕋᑦᑕ ᑖᒃᑯᓂᖓᒐᓚᒃ ᐱᒃᑲᒻᒪᕆᐊᓗᖕᓂᒃ ᐃᓄᖕᓂᒃ ᑎᑎᕋᖅᑎᐅᔪᓂᒃ ᐱᓕᕆᖃᑎᒋᖃᑦᑕᖅᑕᑦᑎᓐᓂᒃ. ᐅᕙᓂ ᐃᑭᐊᖅᑭᕕᒃᑯᑦ ᓴᖅᑭᑎᖃᑦᑕᖅᑕᑦᑎᓐᓂᒃ, ᖃᐅᔨᔪᓐᓇᖅᐳᑎ ᑖᒃᑯᐊ ᑎᑎᕋᖅᑎᑦ ᑎᑎᕋᕐᓂᕆᖃᑦᑕᖅᑕᖏᓐᓂᒃ, ᖃᓄᕐᓗ ᐃᓱᒪᓕᐅᖃᑦᑕᕐᓂᖏᓐᓂᒃ, ᐱᓕᕆᐊᖏᑕᓗ ᐊᓯᖏᓐᓂᒃ.

We're thrilled to share a new edition of the Inhabit Education Books' Author Spotlight series! We are proud to shine a spotlight on the many creative and talented Indigenous authors and contributors on our team. In these blog posts, you’ll learn about each author’s writing process, the inspiration behind their work, and more.

ᓇᑭᑦ ᐅᓇ ᐅᓂᒃᑳᓕᐊᕆᓯᒪᔭᐃᑦ ᐱᓯᒪᕙ? • What inspired you to write this book?

ᓂᖓᐅᒐ ᐊᒻᒪᓗ ᐱᖓᓱᑦ ᐃᕐᖑᑕᒃᑲ ᒪᖃᐃᖃᑎᒌᖃᑦᑕᕐᓂᖏᓐᓂᑦ ᑕᓐᓇ ᐅᓂᒃᑳᓕᐊᕆᓯᒪᔭᕋ ᐱᒋᐊᖅᓯᒪᕗᖅ. ᓂᖓᐅᕗᑦ, ᐱᓕᐴᓯ ᐊᕐᕋᒍᑕᐃᓐᓇᖅ (ᑐᖅᖢᕋᖅᐸᒃᑕᕗᑦ ᕝᕕᐅᓪᒥᒃ), ᒪᖃᐃᖃᑕᐅᖃᑦᑕᐃᓐᓇᓯᒪᕗᖅ ᓱᕈᓯᐅᓂᓕᒫᖓᓂᑦ ᐊᒻᒪᓗ ᒪᓕᒃᐸᓚᐅᖅᐳᖅ ᐊᖑᓇᓱᒃᑎᒻᒪᕆᐊᓗᖕᒥᒃ. ᒫᓐᓇ ᒪᖃᐃᖃᑎᖃᖃᑦᑕᓕᖅᐳᖅ ᐃᕐᓂᖏᓐᓂᒃ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓪᓗᓂ ᐃᓕᓚᐅᖅᑕᖏᓐᓂᒃ ᐱᕈᖅᐸᓪᓕᐊᓪᓗᓂ ᐃᓄᐃᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ ᐱᓕᒻᒪᒃᓴ/ᐱᔭᕆᐅᖅᓴᓂᕐᒥᒃ ᑕᐅᑐᖕᓂᒃᑯᑦ, ᐃᓕᓐᓂᐊᖅᑎᑕᐅᓂᒃᑯᑦ, ᐃᒻᒥᓂᒃ ᐱᓇᓱᐊᖃᑦᑕᕐᓂᒃᑯᑦ, ᐊᒻᒪᓗ ᐱᓇᓱᐊᕐᓂᒃᑯᑦ.
ᐃᕐᖑᑕᒃᑲ ᒪᖃᐃᖃᑎᖃᕐᓂᕐᒥᑦ ᐊᑖᑕᓂᒃ ᐅᑎᖃᑦᑕᐳᑦ ᖁᕕᐊᑦᑕᖓᔪᐊᓘᒡᓗᑎᒃ, ᐅᓂᒃᑳᒃᓴᓕᖕᒪᕆᐊᓘᓪᓗᑎᒃ ᐊᑐᖅᑲᐅᔭᖏᓐᓂᒃ ᐊᒻᒪᓗ ᐱᓗᐊᖅᑐᒥᒃ ᐱᓕᕆᐊᕆᓚᐅᖅᑕᖏᓐᓂᒃ ᐊᔭᑎᒥᓪᓗ ᑲᒪᑦᑎᐊᕐᓂᕐᒥᒃ ᐃᓕᑉᐸᓪᓕᐊᔭᖏᓐᓂᒃ. ᐃᓕᓯᒪᓕᖅᐳᑦ ᒪᖃᐃᖅᑎᑦ ᑲᒪᑦᑎᐊᕆᐊᖃᕐᓂᖏᓐᓂᒃ ᓄᓇᒥᒃ ᐆᒪᔪᖏᓐᓂᒡᓗ. ᑖᒃᑯᐊ ᐊᑐᕐᓂᐅᖕᒪᑕ ᐃᓄᐃᑦ ᐱᖅᑯᓯᑐᖃᖏᓐᓂᒃ ᐅᓪᓗᒥᒧᑦ ᐱᒻᒪᕆᐅᔪᓂᒃ ᓱᓕ (ᐊᕙᑎᒥᒃ ᑲᒪᑦᑎᐊᕐᓂᖅ, ᐊᑕᖅᑭᒍᓱᑦᑎᐊᕐᓂᖅ ᐃᑉᐱᒍᓱᑦᑎᐊᕐᓂᕐᓗ ᓄᓇᑦᑎᓐᓂᒃ, ᐆᒪᔪᖏᓐᓂᒡᓗ, ᐊᒻᒪᓗ ᐊᕙᑎᑦᑎᓐᓂᒃ). ᖃᐅᔨᒪᓕᕆᕗᑦᑕᐅᖅ ᒪᖃᐃᖅᑎᑦ ᐃᑲᔪᖃᑎᒌᒋᐊᖃᕐᓂᖏᓐᓂᒃ ᐊᒃᓱᕈᓕᓗᐊᖁᒋᑦ. ᓄᓇᓕᖕᓄᑦ ᐅᑎᕌᖓᑕ, ᓂᕐᔪᑎᒃᑕᒥᓂᒃ ᑐᓂᐅᖅᑲᐃᓕᑦᑕᐅᑎᒋᕙᒃᑐᑦ ᐃᓚᒋᑎᓐᓄᑦ, ᐱᖃᓐᓇᕆᔭᖏᓐᓄᑦ, ᓄᓇᖅᑲᑎᖏᓐᓄᓪᓗ ᑐᑭᓯᐅᒪᑦᑎᐊᓕᖅᐳᓪᓗ ᐃᓄᐃᑦ ᐃᓅᖃᑎᒌᖕᓂᕐᒧᑦ ᐱᒻᒪᕆᐅᔪᓂᒃ ᓲᕐᓗ ᐱᔨᑦᓯᕐᓂᕐᒥᒃ, ᐃᑲᔪᖃᑎᒌᒋᐊᖃᕐᓂᕐᒥᒃ ᐃᓚᒋᓄᑦ ᓄᓇᓕᖕᓄᓪᓗ.

My son-in-law and three grandsons inspired me to write this book. My son-in-law, Philipoosie Arragutainaq (we call him Bill), has hunted since he was a child and was mentored by a great hunter. He is now teaching his sons the same lessons that he learned and carrying on the Inuit tradition of Pilimmaksarniq/Pijariuqsarniq, development of skills through observation, mentoring, practice, and effort.

My grandsons return excitedly each time they go hunting with their father, spilling stories of their trip and often highlighting important tasks and acts of stewardship. They have learned that hunters are responsible to care for and protect the land and animals. This is a principle in traditional Inuit life that is important today (Avatittinnik Kamatsiarniq, respect and care for the land, animals, and the environment). They also know that hunters should help other hunters who are in need. When they return to the community, they immediately share their catch with family, friends, and neighbours and recognize the importance of Inuit societal values such as Pijitsirniq, serving and providing for family and community.

ᓱᖕᒪᑦ ᐱᒻᒪᕆᐅᕙ ᑐᑭᓯᐅᒪᑎᑦᑎᓂᖅ ᒪᒃᑯᒃᑐᓂᒃ ᐅᓂᒃᑳᕆᔭᕐᓂ ᒪᖃᐃᑎᑯᓗᖕᒥ? • Why is it so important to teach young people about the skills featured in The Little Hunter?

ᑖᒃᑯᐊ ᐅᓂᒃᑳᓕᐊᓐᓂ ᐊᑐᖅᑕᐅᙳᐊᖅᑐᑦ ᓴᖅᑭᑎᑦᑎᓇᓱᒃᐳᑦ ᐃᓱᒪᒋᔭᐅᔭᕆᐊᓕᖕᓂᒃ ᐅᖓᑖᓄᑦ ᒪᖃᐃᕐᓂᐅᑉ ᐊᖏᕐᕋᐅᔾᔨᓂᐅᓪᓗ ᓂᕐᔪᑎᒃᑕᐅᔪᓂᒃ. ᑕᒪᒃᑯᐊ ᑐᑭᓯᐅᒪᓂᐅᕗᑦ ᐱᔪᓐᓇᕐᓂᐅᕗᓪᓗ ᐸᖅᑭᑦᑎᐊᕐᓂᕐᒥᒃ ᓄᓇᑦᑎᓐᓂ, ᐆᒪᔪᖏᓐᓂᒡᓗ, ᐊᒻᒪᓗ ᐊᕙᑎᑦᑎᓐᓂᒃ. ᑕᒪᒃᑯᐊ ᑐᑭᓯᐅᒪᓂᐅᕗᑦ ᐱᔪᓐᓇᕐᓂᐅᕗᓪᓗ ᓄᓇᓕᖕᓄᑦ ᒪᑭᒪᑦᑎᐊᕈᑕᐅᔪᓂᒃ, ᐱᓇᓱᒍᓐᓇᕐᓂᐅᕗᓪᓗ ᓂᕿᒃᓴᓂᒃ, ᐃᑲᔪᕈᓐᓇᕐᓂᕐᓗ, ᐊᒻᒪᓗ ᕿᓂᖅᑎᐅᔪᓐᓇᕐᓂᕐᒥᒃ ᒪᖃᐃᑎᓂ ᐱᕐᕈᐊᕿᔪᓂᒃ. ᓂᕆᐅᒍᒪᕗᖓ ᒪᒃᑯᒃᑐᑦ ᑐᑭᓯᐅᒪᓕᖁᓪᓗᒋᑦ ᐊᑕᖅᑭᒍᓱᓕᖁᓪᓗᒋᓪᓗ ᒪᖃᐃᑎᑦ ᐊᑐᕐᓂᖃᕐᓂᖏᓐᓂᒃ ᓄᓇᓖᑦ ᒪᑭᒪᑦᑎᐊᕐᓂᖏᓐᓄᑦ ᐊᒻᒪᓗ ᐱᔪᒪᓕᖅᓴᐅᑎᐅᑎᓐᓇᓱᒃᐸᒃᑲ ᑖᒪᒃᑯᓂᖓ ᐱᓇᓱᐊᕐᓂᕐᒥᒃ ᐃᒻᒥᓂᒃ.

ᐃᖅᑲᐅᒪᔾᔪᑕᐅᔪᓐᓇᕆᕗᑦᑕᐅᖅ ᕿᑐᕐᖓᓕᖕᓄᑦ: ᐳᐃᒍᖁᓇᒋᑦ ᐱᒻᒪᕆᐅᓂᖓᓂᒃ ᐱᖅᑯᓯᑐᖃᕐᓂᒃ ᑭᖑᕚᑦᑎᓐᓄᑦ ᑐᓂᓯᔭᕆᐊᖃᕐᓂᑦᑎᓐᓂᒃ ᐱᔪᓐᓇᕐᓂᕆᔭᕆᐊᖃᖅᑕᖏᓐᓂᒃ, ᖃᐅᔨᒪᔭᕆᐊᖃᖅᑕᖏᓐᓂᒃ, ᐊᒻᒪᓗ ᐅᓂᒃᑳᖃᑦᑕᕆᐊᖃᕐᓂᑦᑎᓐᓂᒃ ᔭᒐᐃᖁᓇᒋᑦ ᓯᕗᑦᑕ ᐊᑐᓚᐅᖅᑕᖏᓐᓂᒃ ᒪᓕᒍᓐᓇᖁᓪᓗᒋᓪᓗᑦ ᐃᓐᓇᙳᖅᐸᓪᓕᐊᑎᓪᓗᒋᑦ.

The skills documented in this book reveal a message that goes beyond hunting and bringing home the catch. These are the skills of a steward of the land, animals, and environment. These are the skills of a life force in the community, providing much-needed country food, responding to help, and even rescuing other hunters. I hope that young people will come to understand and respect the role a hunter plays in the wellbeing of a community and be motivated to learn and develop these skills for themselves.

There is also a lesson here to parents: a reminder of the importance of passing down traditional skills, knowledge, and history to preserve the culture of Inuit for the generations to follow and to raise up adults who will be motivated to do the same.

ᐅᖃᔾᔨᓂᐊᕐᓂᕈᕕᑦ ᒪᒃᑯᒃᑐᓂᒃ ᒪᖃᐃᑎᓂᒃ, ᖃᓄᖅ ᐅᖃᐅᔾᔨᒍᒪᒐᔭᖅᐱᑦ? • If there is one thing you could say to young hunters, what would it be?

ᒪᖃᐃᕐᓂᖅ ᐱᒻᒪᕆᐊᓘᕗᖅ ᐊᑕᓂᕐᒧᑦ ᐱᖅᑯᓯᑐᖃᑦᑎᓐᓂᒃ, ᖃᐅᔨᒪᔭᑐᖃᕐᓄᑦ, ᐊᒻᒪᓗ ᑐᓴᐅᒪᓂᕐᒧᑦ ᓯᕗᓕᑦᑕ ᐊᑐᖅᓯᒪᔭᖏᓐᓂᑦ ᐳᐃᒍᖁᓇᑕ. ᒪᖃᐃᕐᓂᖅ ᐊᖑᓇᓱᖕᓂᑐᐃᓐᓇᐅᙱᓚᖅ. ᒪᖃᐃᖅᑎᑦ ᐅᔾᔨᖅᓱᑦᑎᐊᕆᐊᖃᓲᖑᕗᑦ ᓯᓚᐅᑉ ᖃᓄᐃᓐᓂᖓᓂᒃ, ᓯᓚᕈᔪᖕᒥᓪᓗ ᖃᓄᐃᓕᐅᕆᐊᖃᕐᓂᕐᒥᒃ, ᐆᒪᔪᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ ᐊᒻᒪᓗ ᓄᖑᓴᐃᙱᑦᑎᐊᖅᑐᒥᒃ ᓂᕐᔪᑎᓕᕆᓂᕐᒥᒃ, ᐊᑐᕈᓐᓇᕐᓗᑎᒃᖃᐅᔨᒪᔭᑐᖃᕐᓂᒃ ᐅᓪᓗᒥᓗ ᐱᓕᕆᓂᐅᓕᖅᑐᓂᒃ ᐊᑦᑕᕐᓇᙱᑦᑐᒦᒍᓐᓇᖁᓪᓗᒋᑦ ᐱᔪᓐᓇᑦᑎᐊᕐᓗᑎᒃ ᓄᓇᓕᖕᓃᙱᓪᓗᑎᒃ. ᐃᓕᓐᓂᐊᕈᓐᓇᕐᓂᖅ ᑐᓂᓯᔪᓐᓇᕐᓂᓗ ᖃᐅᔨᒪᔭᐅᔪᓂᒃ ᔭᒐᐃᔾᔭᐃᒃᑯᑕᐅᕗᑦ ᐃᓄᐃᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ ᐅᓪᓗᒥᒧᑦ ᐃᓚᕙᓪᓕᐊᖏᓐᓇᖅᑐᓂᒃ. ᒪᖃᐃᕐᓂᖅ ᐱᙳᐊᖑᓂᑐᐃᓐᓇᐅᙱᓚᖅ ᐃᓄᖕᓄᑦ. ᐃᓄᐃᑦ ᖃᐅᔨᒪᔭᑐᖃᖏᑦ ᐱᖅᑯᓯᐅᕗᑦ ᐱᔪᓐᓇᕐᓂᐅᕗᓪᓗ ᓯᕗᓕᑦᑎᓐᓂᑦ ᑐᓂᕈᓯᐊᕆᓯᒪᔭᕗᑦ 5,000 ᐊᕐᕌᒎᓗᐊᖅᑐᓂᒃ ᑲᑎᖅᓱᖅᑕᐅᕙᓪᓕᐊᓯᒪᓪᓗᑎᒃ, ᐅᓪᓗᒥᒧᓪᓗ ᐊᑐᕐᓂᖃᖅᐳᑦ ᓱᓕ. ᐃᓕᓐᓂᐊᖅᑕᐅᖏᓐᓇᕐᓕᑦ, ᐱᓕᒻᒪᒃᓴᐅᑕᐅᖏᓐᓇᕐᓕᑦ, ᐱᓐᓇᕆᔭᐅᓕᑦ, ᑭᖑᕚᑦᑎᓐᓄᓪᓗ ᔭᒐᐃᔭᐅᑦᑕᐃᓕᓕᑦ.

One of the most powerful ways to connect with the traditions, knowledge, and history of Inuit is through hunting. Hunting is so much more than the catch. Hunters interpret the weather, navigate the land in impossible conditions, observe wildlife and practise sustainable harvesting methods, and marry traditional and modern ways and knowledge for safety and efficiency. Learning and passing down this knowledge preserves the culture of Inuit as it evolves. Hunting is not a hobby or a sport for Inuit. It is a life force, a vast knowledge and array of skills that have been passed down for over five thousand years and are as important today as ever. Learn, practise, be proud, and pass it on.

ᑭᒃᑯᓐᓄᑦ ᑖᒃᑯᐊ ᐅᓂᒃᑳᓕᐊᕕᓂᑎᑦ ᑐᕌᖓᓗᐊᖅᐸᑦ? • Who do you hope to reach with this book?

ᐃᓕᓐᓂᐊᖅᑎᑦᑎᔨᐅᙱᓚᖓᓕ ᑕᕝᕙᓂ ᐅᓂᒃᑳᓕᐊᕆᓯᒪᔭᓐᓂᒃ. ᓇᖓᐅᒐ, ᕝᕕᐅᓪ, ᖃᐅᔨᒪᔨᑎᒋᕙᕋ ᐃᓄᐃᑦ ᖃᐅᔨᒪᔭᑐᖃᖏᓐᓂᒃ, ᐃᕐᖑᑕᒃᑲᓗ ᐅᕙᓐᓂᒃ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᖃᑦᑕᕆᕗᑦᑕᐅᖅ ᒪᖃᐃᕐᓂᕐᒥᑦ ᐅᓂᒃᑳᖃᑦᑕᕐᒪᑕ ᐅᑎᕐᓂᑕᒫᑦ. ᑕᐃᒫᒃ ᐅᖃᕋᓗᐊᖅᑐᖓ, ᓂᕆᐅᒍᒪᒋᕗᖓᓕ ᑖᒃᑯᐊ ᐅᓂᒃᑳᓕᐊᕆᓯᒪᔭᕐᒪ ᐃᓗᓕᖏᑦ ᑭᒃᑯᓕᒫᓄᑦᐱᕚᓪᓕᕈᑕᐅᔪᓐᓇᖁᓪᓗᒋᑦ.

ᓂᕆᐅᒍᒪᕗᖓᑦᑕᐅᖅ ᐊᖓᔪᖅᑳᖑᔪᑦ ᐊᑖᑕ−ᐊᓈᓇᑦᓯᐊᓪᓗ ᐳᐃᒍᖁᓇᒋᑦ ᐱᒻᒪᕆᐅᓂᖏᓐᓂᒃ ᖃᐅᔨᒪᔭᖏᓂᒃ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᒍᒪᓕᕈᑕᐅᔪᓐᓇᕐᓗᑎᒃ, ᐱᓕᒻᒪᒃᓴᕐᓂᒃᑯᑦ, ᐅᓂᒃᑳᕐᓂᒃᑯᓪᓗ.

ᐊᒻᒪᓗ ᓂᕆᐅᒍᒪᕗᖓ ᓱᕈᓯᑦ ᒪᒃᑯᒃᑐᓪᓗ ᐱᓯᒪᐃᓐᓇᕈᓐᓇᖁᓪᓗᒋᑦ ᐱᒃᑯᓇᖅᑐᓂᒃ ᐃᓄᐃᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ, ᖃᐅᔨᒪᓂᖏᓐᓂᒃ, ᓯᕗᓕᖏᓐᓂᑦ ᑐᓂᕐᕈᓯᐊᕆᓯᒪᔭᖏᓐᓂᒃ, ᐊᒻᒪᓗ ᐅᓂᒃᑳᖏᓐᓂᒃ ᑲᔪᖏᖅᓴᕐᓗᒋᓪᓗ ᒪᖃᐃᕐᓂᕐᒥᒃ.

ᑕᐃᒃᑯᐊᓗ ᐅᑭᐅᖅᑕᖅᑐᒥᐅᑕᐅᙱᑦᑐᑦ ᐃᓄᐃᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ ᖃᐅᔨᒪᙱᑦᑐᑦ ᑕᑯᔪᓐᓇᖅᓯᖁᓪᓗᒋᑦ ᐃᓄᖕᓄᑦ ᐱᒻᒪᕆᐅᓂᖏᓐᓂᒃ ᒪᖃᐃᕐᓂᐅᑉ ᑐᑭᓯᓗᑎᒡᓗ ᒪᖃᐃᕐᓂᒃᑯᑦ ᑭᓯᐊᓂ ᐸᖅᑭᑦᑎᐊᕐᓂᐅᖕᒪᑦ ᐊᕙᑎᒥᒃ, ᔭᒐᐃᔾᔭᐃᒃᑯᑕᐅᓂᖓᓂᒡᓗ ᐃᓄᐃᑦ ᐱᖅᑯᓯᖏᓐᓂᒃ, ᐆᒪᔪᓕᕆᓂᖏᓐᓂᒃ, ᓄᓇᒥᓪᓗ ᐊᑕᓂᖏᓐᓂᒃ.

I am not the teacher in this book. My son-in-law, Bill, is my Inuit knowledge expert, and my grandsons teach me with every hunting story they come home with. With that said, I hope that several messages come from this book for many different people.

I hope that parents and grandparents will recognize the importance of their knowledge and be inspired to pass it on through teaching, mentoring, and storytelling.

I hope children and youth will connect with the riches of Inuit culture, knowledge, tradition, and history as they get excited about hunting.

I hope people beyond the North who may not know the history and traditions of Inuit will see hunting in the way Inuit see hunting and see hunters as stewards of the environment, protecting and preserving the Inuit way, the animals, and the land.

ᓱᖕᒪᑦ ᐱᒻᒪᕆᐅᒋᕕᐅᒃ ᓇᑭᙶᖅᑐᒐᓚᖕᓂᒃ ᐅᓂᒃᑳᖑᔭᕆᐊᖃᕐᓂᖏᓐᓂᒃ ᓱᕈᓯᕐᓄᑦ ᐅᖃᓕᒫᒐᕐᓂ? • Why is it important to have diverse representation in children’s literature?

ᓇᑭᙶᖅᑐᒐᓚᖕᓂᒃ ᓴᖅᑭᔮᖅᑎᑦᑎᓂᖅ ᐱᒻᒪᕆᐅᕗᖅ ᐅᓂᒃᑳᓕᐅᖅᑎᓕᒫᓄᑦ ᐱᓗᐊᖅᑐᒥᒃ ᓱᕈᓯᕐᓄᑦ ᑐᕌᖓᔪᓂᒃ. ᓱᕈᓯᓛᖑᑎᓪᓗᒋᑦ ᑐᓴᐅᒪᓕᖅᑎᓪᓗᒋᑦ ᑐᑭᓯᐅᒪᓕᖅᑎᓪᓗᒋᓪᓗ ᐱᖅᑯᓯᖃᑎᒌᙱᑦᑐᓂᒃ ᐃᓅᖃᑎᒌᑦᑎᐊᕈᓐᓇᕐᓂᕐᒧᑦ, ᓱᖏᐅᑎᓂᕐᒧᑦ ᐱᖅᑯᓯᖃᑎᒋᙱᑕᕐᓂᒃ, ᐊᒻᒪᓗ ᐃᓛᒃᑯᖓᑎᑦᑎᙱᓐᓂᕐᒧᑦ ᐱᒻᒪᕆᐅᕗᑦ. ᑕᐃᒫᒃ ᐱᕈᖅᑎᑕᐅᓯᒪᔪᑦ ᐊᑐᑦᑎᐊᕈᓐᓇᕐᓂᖅᓴᐅᓲᖑᕗᑦ ᐃᓕᑦᑎᐊᕈᓐᓇᕐᓂᖅᓴᐅᓲᖑᕗᓪᓗ ᐱᖅᑯᓯᖃᑎᒋᙱᑕᖏᓐᓂᑦ ᑐᑭᓯᐅᒪᑦᑎᐊᕐᓂᒃᑯᑦ ᐊᔾᔨᒌᙱᓐᓂᕐᒥᑦ ᐃᓕᓐᓂᐊᑉᐸᓪᓕᐊᔪᓐᓇᕐᓂᕐᒥᒃ ᐱᐅᓂᖏᓐᓂᒃ. ᐊᔾᔨᒌᙱᓐᓂᑦᑎᓐᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᕐᓂᖅ ᐃᓐᓇᕈᓘᓚᑐᐃᓐᓇᕈᓐᓃᕐᓂᐅᕗᖅ ᐊᑐᕐᓂᖃᖅᐳᕐᓗ ᐃᓅᖃᑎᒌᑦᑎᐊᕈᓐᓇᕐᓂᕐᒧᑦ.

ᐅᓂᒃᑳᒥ ᐋᑕᒥᐅᑉ ᐃᓅᓯᖓ ᐊᔾᔨᒋᔭᐅᙱᓚᖅ ᓱᕈᓯᕐᓄᑦ ᐅᑭᐅᖅᑕᖅᑐᒥᐅᑕᐅᙱᑦᑐᓄᑦ, ᑭᓯᐊᓂᓕ ᐱᔪᒪᓂᕆᔭᖓ ᑐᑭᓯᓇᑦᑎᐊᖅᐳᖅ ᑭᒃᑯᑐᐃᓐᓇᕐᓄᑦ. ᑖᓐᓇ ᓄᑲᑉᐱᐊᑯᓘᕗᖅ ᐊᑖᑕᒥᓂᑦ ᐃᓕᓐᓂᐊᕈᒪᕗᖅ ᐃᓚᐅᖃᑦᑕᕈᒪᕗᕐᓗ, ᑭᓯᐊᓂᓕ ᖁᕕᐊᒋᔭᑐᐊᖏᓐᓂᒃ ᐱᔪᒪᓪᓗᓂ. ᐃᕿᐊᓱᖃᑦᑕᖅᐳᖅ ᑎᓕᔭᐅᔾᔪᑎᖏᓐᓂᒃ ᐊᓕᐊᓇᐃᓐᓂᖏᓐᓄᑦ ᑭᑭᑦᑎᓂᐅᓱᒋᓪᓗᓂᒋᑦ. ᑲᖐᓇᖅᐳᖅ ᓱᕈᓯᑦ ᓇᓕᒧᒋᒐᔭᙳᐊᖅᑕᖏᑦ ᑖᑉᓱᒪᖓ ᑐᑭᓯᐅᒪᑦᑎᐊᕐᒪᖔᑕ. ᑭᓯᐊᓂᓕ, ᐋᑕᒥ ᐃᓅᕗᑦ, ᐃᓅᓯᖓᓗ, ᐱᖅᑯᓯᖏᓪᓗ, ᐃᓕᖅᑯᓯᖏᓪᓗ, ᐅᖃᐅᓯᖓᓗ ᐊᔾᔨᐅᙱᓚᖅ ᐅᑭᐅᖅᑕᖅᑐᒥᐅᑕᐅᙱᑦᑐᓄᑦ. ᓱᕈᓯᑦ ᐃᓕᓴᖅᓯᕙᓪᓕᐊᑎᓪᓗᒋᑦ ᐋᑕᒥᒧᑦ ᐊᔾᔨᐅᓂᖏᓐᓂᒃ, ᓂᕆᐅᒍᒥᓇᖅᐳᖅ ᐃᓕᒍᒪᓕᖅᐹᓪᓕᖁᓪᓗᒋᑦ ᐃᓕᖅᑯᓯᑐᖃᖃᑎᒋᙱᑕᖏᓐᓂᒃ.

Diverse representation is important in all literature but particularly in children’s materials. Early exposure to and understanding of other cultures and lifestyles helps to foster an attitude of tolerance, acceptance, and inclusivity. Children with these attitudes are better able to experience the riches of diverse life relationships by valuing differences and learning from them. Diverse experiences break down stereotypes and combat intolerance.

The landscape of Adamie’s life is different than that of children outside the North, but his story is not unfamiliar. He is a boy eager to learn from and spend time with his dad, but he only wants the fun parts. He is frustrated by the chores and tasks that get in the way of the fun parts. I think any child his age will relate to him in this way. However, Adamie is Inuk, and his lifestyle, traditions, culture, and language are different from children outside the North. As children connect with the similarities they have with Adamie, I hope they will also be interested to learn and value the differences between cultures.

ᑭᓱᒥᓪᓕ ᑭᖑᓪᓕᕐᒥᒃ ᐅᓂᒃᑳᓕᐅᕈᒪᕕᑦ? • What do you want to write next?

ᒫᓐᓇ, ᒪᖃᐃᑎᑯᓘᑉ ᐅᓂᒃᑳᖓ ᑕᑭᓪᓕᒋᐊᖅᑎᒍᒪᕙᕋ. ᐅᓂᒃᑳᓕᐅᕈᒪᕗᖓ ᐋᑕᒥᐅᑉ ᒪᖃᐃᖃᑕᐅᒋᐅᕐᓂᖓᓂᒃ, ᕿᓂᖃᑕᐅᒋᐅᕐᓂᖓᓂᒃ ᐊᓯᐅᓯᒪᔪᒥᒃ, ᑕᑯᔭᕆᐅᕐᓂᕆᔭᕕᓂᖏᓐᓂᒡᓗ ᐅᑭᐅᖅᑕᖅᑐᒥᐅᑕᓂᒃ ᐆᒪᔪᕐᓂᒃ, ᖃᐅᔨᕙᓪᓕᐊᓂᖓᓂᒡᓗ ᓄᓇᒥ ᐊᒃᓱᕈᕐᓇᕐᓂᖏᓐᓂᒃ, ᐊᒻᒪᓗ ᐱᓗᐊᖅᑐᒥᒃ ᑖᒃᑯᓂᖓ ᐃᓕᑉᐸᓪᓕᐊᓂᖓᓂᒃ ᐊᑕᑕᒥᓂᑦ ᐊᓯᖏᓐᓂᒡᓗ. ᓯᕗᓂᑦᑎᓐᓂᑦᑕᐅᖅ ᐅᓂᒃᑳᓕᐅᖃᑦᑕᕈᒪᕗᖓ ᓂᕕᐊᖅᓯᐊᙳᐊᕐᒥᒃ ᐱᓕᒻᒪᒃᓴᖅᑎᑕᐅᑎᓪᓗᒍ ᐊᓈᓇᖓᓄᑦ ᐊᓈᓇᑦᓯᐊᖓᓄᓪᓗ.

Right now, my interest is in creating a series to follow The Little Hunter. I would like to tell the story of Adamie’s first hunt, his first rescue, his many encounters with Arctic animals and challenges on the land, and of course the lessons that he learns along the way from his father and others. In the future I would also like to write a series about a little girl learning lessons from her mother and grandmother.

ᑎᐴᓚᐅᑉ ᐅᖃᓕᒫᒐᓕᐊᕆᓯᒪᔭᖓ, ᒪᖃᐃᑎᑯᓗᒥᒃ, ᒫᓐᓇ ᓂᐅᕕᐊᒃᓴᐅᓕᖅᐳᖅ. • Deborah’s book, The Little Hunter, is available now.

ᒪᖃᐃᑎᑯᓗᒃ • The Little Hunter
ᐅᓂᒃᑳᓕᐅᖅᑐᖅ ᑎᐴᓚ ᑖᒪᔅ, ᖃᐅᔨᒪᔨᑎᖃᖅᑐᓂ ᐱᓕᐴᓯ ᐊᕐᕋᒍᑐᐃᓐᓇᕐᒥᒃ • Written by Deborah Thomas, consulting by Philipoosie Arragutainaq
ᑎᑎᖅᑐᒐᖅᑎ ᑏᔭᐃ ᕼᐃᐅᕆᓐ • Illustrated by D.J. Herron
ᑐᕌᖓᔪᑦ ᐊᕐᕌᒍᓕᖕᓄᑦ: 8–10 • Ages: 8-10

ᑎᑭᓴᐃᕕᒃᓴᖅ • SHOP

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