Aviaja Egede Lynge, 2011

InterNord21_10355 - 9.6.2011 - 10:02 - page 1
INTER-NORD
revue internationale d’e¤tudes arctiques
international journal of arctic studies
21
Proble'mes arctiques : environnement, socie¤te¤s et patrimoine
Arctic problems: environment, societies and heritage
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 9.6.2011 - 15:41 - page 2
INTER-NORD
Sous l’e´gide de l’École des Hautes Études en Sciences Sociales
et du Centre National de la Recherche Scientifique, Paris
Revue internationale d’études arctiques
du Centre d’Études Arctiques (CNRS-EHESS)
International Journal of Arctic Studies,
Centre d’Etudes Arctiques (CNRS-EHESS)
Publiée par les Éditions
du Centre National de la Recherche Scientifique
Published by
the Centre National de la Recherche Scientifique
COMITÉ DE RÉDACTION / EDITORIAL ADVISORY BOARD
Président / Chairman : Jean MALAURIE
Directeur de recherche émérite au CNRS,
Directeur du Centre d’Études Arctiques (CNRS-EHESS), Paris
Jaime AGUIRRE-PUENTE, Ancien directeur de Recherche au CNRS, Membre d’honneur de l’Institut international du
Froid, Paris
Jean-Luc ALBOUY, Directeur de l’Agence Grand Nord Grand Large, Paris
Ann ANDREASEN, Directrice de l’Institut Polaire d’Uummannaq, Uummannaq, Groenland
Sergueï AROUTIOUNOV, Professeur, Directeur du département de l’Institut d’Ethnologie et d’Anthropologie,
Académie des Sciences de Russie, Moscou
Kermen BASSANGOVA, Rectrice de l’Académie Polaire d’État, Saint-Pétersbourg
Michel BLAY, Professeur, Président du Comité pour l’histoire du CNRS, Paris
Giulia BOGLIOLO BRUNA, Centre d’Études Arctiques (CNRS-EHESS), Paris, – Centro Studi Americanistici
« Circolo Amerindiano », Pérouse
Lorraine CRAIG, Maı̂tre de conférences en géologie, Imperial College, Londres
Pascal DIBIE, Professeur d’ethnologie, Université Paris 7 Denis Diderot
Bjarne GRØNNOW, Directeur du Centre de recherche sur le Groënland au Musée National du Danemark,
Copenhague
Jean-Michel HUCTIN, Doctorant en anthropologie (Université Paris 7), Membre fondateur de l’Institut Polaire
d’Uummannaq et chargé de cours à l’Université de Versailles Saint-Quentin-en-Yvelines
Bruce JACKSON, Professeur, Directeur du Centre d’études de culture américaine, Université de Buffalo, New York
Henry DE LUMLEY, Professeur, Directeur de l’Institut de Paléontologie humaine / Fondation Albert Ier, Paris
Mark MALONE, ancien Conseiller du sénateur inuit Charlie Watt et ancien membre du cabinet du Premier ministre
Pierre Trudeau, Ottawa
Sharon McCLINTOCK, Présidente de McClintock Land Associates, Alaska, Anchorage
Juha PENTIKÄINEN, Professeur d’ethnographie nordique, Institut de la culture du Nord et de la Faculté des arts,
Université de Laponie, Rovaniemi
Vassili ROBBEK, Professeur, Directeur de l’Institut des problèmes des petits peuples du Nord, branche sibérienne de
l’Académie des Sciences de Russie,Yakoutsk
Marie ROUÉ, Directrice de Recherches au CNRS, Muséum national d’Histoire naturelle, Paris
Les manuscrits, les ouvrages (articles, livres) et toute correspondance doivent être adressés à : Manuscripts, publications
and correspondence should be sent to :
INTER-NORD
Centre d’Études Arctiques (CNRS-EHESS)
105 boulevard Raspail 75006 Paris
Secrétariat de Rédaction – Editorial Secretary : Bénédicte Barillé
Les opinions exprimées par les auteurs leur sont propres ; elles n’engagent la responsabilité ni de la revue ni du Comité de
rédaction – The opinions expressed by the authors are there own and in no way reflect the opinions of the Journal nor its
Editorial Board.
Ouvrage publié avec le concours de l’Université de Versailles – Saint-Quentin
’ CNRS ÉDITIONS, Paris, 2011
ISBN : 978-2-271-06860-6
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:03 - page 273
MENTAL DECOLONIZATION IN GREENLAND
By Aviâja EGEDE LYNGE *
Inerisaavik (Institute of Education Sciences), Greenland
ABSTRACT. The author of this paper exposes the Danish colonial influence which still remains today on the Greenlandic Inuit’s ethnical
identity.
Key-words : Greenland Inuit Colonial influence Ethnic identity Decolonization Education.
RÉSUMÉ. L’auteur de´nonce dans cet article l’influence coloniale danoise qui subsiste encore aujourd’hui sur l’identite´ ethnique des Inuit du
Groenland.
Mots-clés : Groenland Inuit Influence coloniale Identité ethnique De´colonisation Éducation.
C
limate changes are challenging our lives in the
Arctic. The Ice has begun to melt, causing us to
think in new ways. Today, we are also facing another important challenge, which is about the need for melting down over two hundred and eighty years of colonial
way of thinking: I shall call this ‘‘mental decolonization’’.
When I was in the public school, I was one of the lucky
pupils that could speak the colonial language. With strong
encouragement from my family and self-confidence from
my language skills, I went well through the educational
system. However, what I also learned was that it was a
game about being ‘‘successful’’ in the definition made by
the colonial power. I often think about many of those in
my schools who could not play this game. Those who
could not speak Danish, those whose families could not
adjust to the new modern ways of living. Some of these
students gave up education or much worse chose to end
their lives many years ago. This requires from us to look
on our situation with honest eyes and to do something
urgently. We cannot afford to loose more of these children
and young people who represent the future of our country.
From a social point of view, some of the main challenges facing our society in Greenland today and tomorrow are to eliminate the social dysfunction that is related
to colonial history and the colonial influence on our ethnic
identity. The strongest path to a strong and independent
Greenland is through education.
For this purpose, mental colonization is confined to the
colonial influence on Greenlandic ethnic identity. Mental
decolonization is about the rebuilding of a strong identity
that is based on our culture whilst still being part of the
international world. Rebuilding a belief in one’s own capacity and from there begin to create our own definitions of
success.
To illustrate how mental colonization is a challenge
today, I will start by going into the historical context of
insufficient mental decolonization in Greenland.
F IGURE 1. Aviâja Egede Lynge. Photo J. Willemin.
* Greenlandic social anthropologist graduated from the Edinburgh University (United Kingdom), she is head of the Research
Department and the teacher education courses at Inerisaavik, the Institute of Education Sciences located in Nuuk (Greenland).
Anthropologue groenlandaise diplôme´e de l’Universite´ d’Edinburgh (Royaume Uni), elle dirige le De´partement de la Recherche et la
formation des enseignants autochtones à Inerisaavik, l’Institut des Sciences de l’Éducation à Nuuk (Groenland).
Inter-Nord, 21, p. 273-276
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:03 - page 274
274
GROENLAND / G REENLAND
NEED FOR MENTAL DECOLONIZATION
To illustrate how mental colonization is a challenge
today, I will start by quoting a poem about a hunter, by
a Greenlandic writer in the 1950s, Ole Brandt. The content
has its origin from the 18th century and it has been passed
further through his family. The poem is meant to empower
fellow Greenlanders in the time where education was first
introduced to Greenland:
‘‘You believe that I am worth nothing
Because I live with no books
Because I do not have an education like you
Because my Qajaq is my education
I am leaning my great ocean
In good weather and in stormy weather!
I have finished what I should learn
And I feel good with what I went through
I raised myself with everything
Even with irreplaceable sports
Because I am living as a human without being a servant
Also loving my world
You, the new generation, in the days you live
you have to learn and grow, like me
Give yourself to the things you should learn
With all you power!
Eyes, ears, body, soul, brain
Use them, not disrespecting the old!
Work hard to learn
Keep my words inside you
Always relate them to what you learn
take my hands!
Take what I am giving you, use it and help Greenlanders
with the courage I am giving to you!’’
In the poem, you can see that through mental colonization, people with no European education began to look
down on their own worth and at their own culture. The
message in the poem is that the new generations should
learn, take education, but without forgetting their own
roots and their pride.
We have always been taught that we were one of the
best colonies in the world. We learned it through Danish
history books and from Danish teachers. We have not
looked beyond the historical oppression with the books
telling us how fantastic a colony we were, books from
about the primitive Eskimos, from Eurocentric, economic
or self-justifying angles. We did not know that those colonies that went though much worse actions than to Greenland had a reason to be angry, to decolonize themselves
mentally. We learned to be Danish and to be thankful.
Seen from history books, the colonization of Greenland
seemed a mild affair. In the international world, Greenland
is in many ways known as an example of a good ‘‘human’’
colonization. No slavery, no killings, the introduction of
Home Rule Government as a good example of political
decolonization and the good official relations with Denmark. However, I would argue that the lack of mental
decolonization is having an immense impact on daily lives.
Why talk about a lack of mental decolonization when
Greenland stopped being a colony in 1953 and Home Rule
Government was introduced in 1979?
A quotation from Knud Oldendow, who was Director
for Grønlands Styrelse from 1939, says:
‘‘The purpose is to tie Greenland into Denmark as
close as possible and as far as possible to supply the
country with Danish civilization and culture.’’
Thus, the assimilation into the Danish Kingdom was
not a real decolonization in terms of the mental influence
on our identity. This was a ‘‘danification’’ process, that
rather strengthened the thought that ‘‘we would only be
good enough’’ when reaching Danish standards.
During the first stage of colonialism, Greenlanders saw
their society as consisting of two distinctive ethnic groups:
Inuit/Kalaallit and the Qallunaat/The Danes. The relationship between them was characterized by Danes as
the authoritarian group and the Greenlanders as the colonized group.
With the decrease in hunting and before the arrival
of fishery, it became important for the Greenlanders to
learn from the Danes in order to reach the Danish stage of
development. It was an important principle for the Danish
administration to advance the civilization of the Greenlanders to get them ‘‘over their condition of childhood’’.
The means to reach this goal was to link Greenland and
Denmark as closely as possible and to bring in Danish
cultural civilization.
In the early beginning of the colonial time, ethnic stratification was accepted silently and organized desire for
change in the political status of Greenland did not exist.
There can be different reasons for the latter issue. First,
the Greenlanders accepted the colonial conditions (the
main mean was based on Christianization); second, they
were very obedient to the Naalakkat (the ‘‘leaders, rulers,
god’’); third they were culturally conditioned to accept
Danish superiority, through social engineering.
The Greenlanders mentally, learned to be thankful to
the colony that had posed the idea that they were there to
help them. There is no doubt that they adopted an identity
that was strongly influenced by the colonial period. An
identity in which they saw themselves as inferior to the
Danes.
However, with the official end of colonialism in 1953,
the Greenlanders thought they no longer would be the
ones to hold the subordinate positions. As a means to
becoming equal with the Danes, they wanted to strive
for the same skills and positions as the Danes.
The post-war period up to the introduction of the
Home Rule was signalized by building up a modern economic society. Rather than becoming more independent
from Danish conditions, they became even more dependent with a colossal adoption of Danish cultural items and
institutions – in the name of equality. In this period and
with the respect for political and economic decolonization,
that one would assume could have been the time for a
mental decolonization, it did not happen.
By looking at the ethnic identity, there are several factors that are crucial in order to understand that colonial
influence on our identity is still important even after the
introduction of Home Rule. Various conditions have had
an effect on the self-perception among the Greenlandic
ethnic group as a subordinate and lower social group,
even after the achievement of a higher degree of self-determination.
It is obvious that the colonial influence on ethnic identity, namely the feeling of needing to be as good as Danes,
Inter-Nord, 21, p. 273-276
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:03 - page 275
MENTAL
DECOLONIZATION IN
GREENLAND
275
continued in this period. The Danes and increasingly,
Greenlanders with higher wages were perceived as superior group. The colonial thought that Danes were better
than the Greenlanders was maintained, albeit in a different
way. The difference was now that it was the Greenlanders
themselves who began to strengthen this perception of self.
In the 1970s, the growing ethnic consciousness made
Greenlanders search for pride, self-consciousness and
initiative that were broken under colonial rule. The
search of a stronger feeling of worth, cultural roots and
a need to feel accepted as an equal ethnic group, dominated the period just before the introduction of Home Rule.
Thus, ethnic identity was initially a very important factor
in the creation of Home Rule. However, the Home Rule
worked with decolonization as a means for upholding
economic control, and decolonization therefore more
than ever became a means of economic conditions and
equality between Danes and Greenlanders in the labor
market, the issue of ethnic identity has been undermined.
recall history to understand to what extent Greenland
have been transformed by and incorporated into the colonizing state and to find the fundamental problems that
influence our society. However, today, there is still a
need for a common language of how colonialism has
taken place and how it has affected us. Denial and
taboos as successors of colonial amnesia are influencing
the society today. As one of the consequences of being
unaware of the effects of colonialism can be to set cultural
survival at risk, the great task is to raise consciousness.
There is a need to be aware of colonialism continuing
influence on the Greenlandic people.
This is how the victim mentality and the negative
influence on Greenlandic identity as being inferior come
into the picture. As a mentally colonized people, Greenlanders have looked at the colonizing country’s culture
and society as more acceptable and it has generated generations of people who never question how they have got
this way of thinking. In this context, the perception for
many years has been that we could only develop into a
modern society by copying European educational systems.
Today, after twenty-eight years with Home Rule,
people seem to search for Greenlandic values and acceptance. There is a continued general talk about lack of
identity and an extreme need for more self-confidence,
which shows that Greenlandic identity in reality is still
influenced by the colonialism, a mentality that indicates
a self-consciousness as inferior to others ethnic groups.
ATUARFITSIALAK AND EDUCATION
OF LEADERS
Mental decolonization has been neglected for too long.
It is a part of a ‘‘colonial amnesia’’ and it shows its face in
many ways. Some of the main challenges is to be able to
In Greenland, there is a direct connection between colonial influence on ethnic identity and education. Here, we
F IGURE 2. Greenlandic pupils in a school in 2006. Photo by Jean-Michel Huctin.
Inter-Nord, 21, p. 273-276
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:03 - page 276
276
GROENLAND / G REENLAND
find the mentality that we have followed until now, that we
will only get success when we meet European standards of
success.
As education has a strong bearing on identity, we do
know we have to start with the children and the young
people. A historical and very important process towards
mental decolonization through education has been started
with the Greenlandic school reform ‘‘Atuarfitsialak’’.
In 1999, before the reform was being initiated and the
wishes were clear:
Greater national independence
Greater self-confidence in society, stronger feeling of
identity, leading positions to be taken by Greenlanders
Highly educated society
The visions for the public school were:
To strengthen the pupils own culture and identity and be
able to take part in local and international world
To take part in teaching the pupils a democratic way of
thinking and teach them to be aware of their own rights
To take part in strengthening the pupils personal and
social development and encourage their self-confidence,
self-worth, sense of responsibility, respect and tolerance
to other people
To prepare the pupils for further education and life-long
education
In general, a part of the background for the school
reform is the importance of maintaining the Greenlandic
Inuit values as a prerequisite to be good citizens of the
world and to accept the global diversity.
Atuarfitsialak is a school reform that is based on the latest
educational research among indigenous and postcolonial
countries. It is a systematic school reform to eliminate educational, social and cultural disparities. The goal is that
through learning experiences and socio-cultural and personal
development processes, that all students will have opportunities to improve their own and others quality of life.
Previous reforms were based on the colonial legislators
and civil servants common ideology. Atuarfitsialak focuses
on cultural based education through traditional and
contemporary Greenlandic culture from a (Inuit) holistic
view of learning and teaching: personal, emotional, cognitive, social and physical developments are essential.
Culture, spirituality and motivation are of core importance.
In the Greenlandic postcolonial era, the most common
reaction to arguments about greater adjustments to
culture is that such ideas are romantic and reactionary.
Other people react by arguing that it is not compatible
with the development towards globalization. However,
to tailor education towards Greenland’s own societal
and cultural conditions is a remedy to get over the negative
mental influences such as poor self-worth and low selfesteem. It is not so surprising that this educational
approach is recommended and supported today by many
other ex-colonized peoples in the world to heal their
communities. n
REFERENCES
A NDERSON (B.), 1983. Imagined Communties – Reflections on
the origin and Spread of Nationalisms. London: The Theford
Press.
B ARTH (F.), 1969. Ethnic groups and boundaries. Boston: Little
Brown and Company.
C ONNERTON (P.), 1989. How Societies remember. Cambridge:
Cambridge University Press.
E RIKSEN (T.H.), 2000. Ethnicity, race, class, nation. OFFPRINT: Edinburgh University Library.
KIIIP. 1998. Children are the foundation of a country. Nuuk:
Inerisaavik/Pilersuiffik.
KIIIP. 2001. Motion for Landsting Regulation No. 8 of 21 May
2002 on the public school. Nuuk: Greenland’s Ministry of
Education.
P ETERSEN (R.), 1992. ‘‘Colonialism seen from a former colonized area’’. Arctic Anthropology, Vol. 32. No 2, pp. 118-26.
L YNGE (E. Aviâja), 2001. Master’s degree Dissertation: ‘‘Colonial influence on ethnic identity in Greenland – seen from the
anthropological perspective of nationalism and identity’’.
Edinburgh: The Edinburgh University.
L YNGE (E. Aviâja), Nov 2006. ‘‘Colonial influence on ethnic
identity in Greenland seen in relation to education’’. Home
Rule Government of Greenland, Conference on Education.
http://www.nanoq.gl/Groenlands_Landsstyre/Direktoratet_
for_Kultur_Uddannelse/Seminar/Oplaeg/aviaaja.aspx.
L YNGE (E. Aviâja), 2006. ‘‘Best Colony in the World’’. DVD:
Rethinking Nordic Colonialism, Helsinski, Nordic Institute
for Contemporary Art.
Inter-Nord, 21, p. 273-276
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 7.6.2011 - 08:29 - page 3
TABLE DES MATIÈRES / CONTENTS
EDITORIAL
La Quatrième Année Polaire Internationale : un rendez-vous décisif pour l’avenir des peuples circumpolaires . . . . .
9
Fourth International Polar Year: a decisive meeting for the future of the circumpolar peoples . . . . . . . . . . . . . . . .
11
PROBLÈMES ARCTIQUES : ENVIRONNEMENT, SOCIÉTÉS ET PATRIMOINE
ARCTIC PROBLEMS: ENVIRONMENT, SOCIETIES AND HERITAGE
ACTES DU CONGRÈS INTERNATIONAL :
OUVERTURE DE LA QUATRIÈME ANNÉE POLAIRE INTERNATIONALE
ET CINQUANTENAIRE DU CENTRE D’ÉTUDES ARCTIQUES
DISCOURS D’OUVERTURE – OPENING SPEECHES
François G OULARD
Adresse de Monsieur le Président de la République, Jacques Chirac . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Address of Mr President of the Republic, Jacques Chirac . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
19
Jean M ALAURIE
Discours d’ouverture du congrès . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Opening speech of the Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
21
S.A.S. le PRINCE ALBERT II DE MONACO
Expéditions du Prince Albert 1er de Monaco et du Prince Albert II dans les régions arctiques du pôle Nord et
la fondation Prince Albert II de Monaco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prince Albert 1st of Monaco and Prince Albert II’s expeditions to the Arctic and the North Pole and the
Prince Albert II of Monaco Foundation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
S.A.R. le PRINCE HENRIK, PRINCE CONSORT DE DANEMARK
Message au Congrès . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Message to the Congress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
29
Jonathan M OTZFELDT
Greetings to the IPY-France Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Salutations au Congrès de l’Année Polaire Internationale en France . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
31
Arthur N. TCHILINGAROV
Histoire et grandes orientations des expéditions arctiques russes contemporaines . . . . . . . . . . . . . . . . . . .
History and major orientations of contemporary Russian expeditions to the Arctic . . . . . . . . . . . . . . . . .
33
33
25
HISTOIRE / HISTORY
Bertrand I MBERT
Observations pour la recherche en milieu polaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Observations for the research in Polar areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
39
Jean-Claude HUREAU
L’Antarctique, terre de science et de paix, un modèle de réflexion pour l’Arctique ? . . . . . . . . . . . . . . . . .
Antarctica, a land of science and peace : a model of reflections on the Arctic ? . . . . . . . . . . . . . . . . . . . . .
43
43
David M. M UNRO
North to the rime-ringed sun : Scottish travellers and explorers in the Arctic, 1818-1937 . . . . . . . . . . . . . .
Au Nord du soleil auréolé de givre : les voyageurs et les explorateurs écossais dans l’Arctique, 1818-1937
49
49
Jean BORM
Question de style : pour une lecture renouvelée de Knud Rasmussen et de Jean Malaurie . . . . . . . . . . . . .
Say it in style : for a new reading of Knud Rasmussen and Jean Malaurie . . . . . . . . . . . . . . . . . . . . . . . .
55
55
Gı́sli P ÁLSSON
Hot bodies in cold zones : Arctic exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Corps chauds en zones froides : exploration arctique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63
63
Inter-Nord, 21, p. 3-6
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:01 - page 4
4
P ROBLÈMES
ARCTIQUES : ENVIRONNEMENT , SOCIÉTÉS ET PATRIMOINE
Dominique S EWANE
Les nouveaux combats d’Hummocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The new fights of Hummocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
71
CHANGEMENT CLIMATIQUE / CLIMATE CHANGE
Jean-Louis F ELLOUS
L’apport des observations spatiales à l’étude des zones polaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The contribution of spatial observations to the study of Polar regions . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
83
Annette R INKE and Klaus DETHLOFF
Observed ans modeled Arctic climate : regional feedbacks and global links . . . . . . . . . . . . . . . . . . . . . . . .
Observer et modéliser le climat arctique : Réactions régionales et liens avec le climat mondial . . . . . . . . . .
89
89
Valérie MASSON-DELMOTTE
Évolution du climat : l’apport des forages dans les glaces du Groenland . . . . . . . . . . . . . . . . . . . . . . . . . .
Climate evolution : contribution of drilling in Greenland ices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
95
95
David HARPER and Lorraine C RAIG
Climate and biological change : evidence from geological past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Changements climatiques et biologiques : trace de l’histoire géologique . . . . . . . . . . . . . . . . . . . . . . . . . .
101
101
PREHISTOIRE / PREHISTORY
Henry D E LUMLEY
Quand les bœufs musqués, les rennes et les renards polaires vivaient sur les rives de la Méditerranée . . . .
When the musk ox, reindeer and polar fox were living on the Mediterranean shores. . . . . . . . . . . . . . . . .
111
111
Sergueı̈ A ROUTIOUNOV
Études archéologiques et ethnographiques de la Tchoukotka (1947-2007). . . . . . . . . . . . . . . . . . . . . . . . .
Archeological and ethnographical field studies in Chukotka (North-East Siberia) . . . . . . . . . . . . . . . . . . .
117
117
Bjarne GRØNNOW
Eigil Knuth et l’archéologie de l’Extrême Nord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eigil Knuth and the archeology of the farthest North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
123
123
ANTHROPOLOGIE / ANTHROPOLOGY
Juha PENTIKÄINEN
Man and his religion under Polar Star – A paper with some audiovisual elements – Arktos and the Arctic
peoples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
L’homme et sa religion sous l’Étoile polaire – un article comprenant des éléments audiovisuels – Arktos et les
peuples arctiques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Tom LOWENSTEIN
Tikigaq, Jabbertown, the trading chief and missionaries : Point Hope in transition, 1880-1910 . . . . . . . . .
Tikigaq, Jabbertown, le chef du comptoir et les missionnaires : Point Hope en transition, 1880-1910. . . . .
149
149
Bruce J ACKSON
The man who asked : ‘‘Where is its heart ?’’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
L’homme qui demandait : « Où se trouve le cœur ? » . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
153
153
Claude ASSABA
Dialogue du Grand Nord-Grand Sud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dialog Far North-Far South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
159
159
Giulia B OGLIOLO -BRUNA
Des races monstrueuses aux peuples maudits, des préadamites aux homines religiosi : l’ image des Esquimaux
dans la littérature de voyage (XVI e siècle-première moitié du XVIII e siècle) . . . . . . . . . . . . . . . . . . . . . . . . 167
From monstrous races to cursed peoples or préadamites to homines religiosi :the image of the Eskimo in travel
accounts (16th to first half oh the 18th century). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
AVENIR / FUTURE
ALSAKA / ALASKA
Sharon E. M C C LINTOCK
Kingikmiut : testimony of an Inupiat Activist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kingikmiut : témoignage d’une militante Inupiat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Inter-Nord, 21, p. 3-6
191
191
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:01 - page 5
T ABLE
DES MATIÈRES / C ONTENTS
5
CANADA / CANADA
Mark M ALONE
A dramatic future for the Canadian Arctic – a world in change: ‘‘end of the beginning – or beginning of the
end ?’’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
L’avenir dramatique de l’Arctique canadien – un monde en mutation : « fin du commencement ou commencement de la fin ? » . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Jean M ALAURIE
Un art inuit canadien avant-gardiste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
An Inuit avant-gardist art of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
221
221
GROENLAND / GREENLAND
Ole Jørgen H AMMEKEN
The evolution of the Inuit identity in a Greenlandic society in transition . . . . . . . . . . . . . . . . . . . . . . . . .
L’évolution de l’identité inuit dans une société groenlandaise en transition . . . . . . . . . . . . . . . . . . . . . . . .
227
227
Jean-Michel HUCTIN
Une éducation culturellement adaptée pour les jeunes Inuit face à la maltraitance au Groenland . . . . . . .
A culturally relevant education for young Inuit in Greenland facing neglect and abuse . . . . . . . . . . . . . . .
233
233
Ann A NDREASEN and Jean-Michel HUCTIN
Children on thin ice – When care and culture help heal Greenland’s neglected children . . . . . . . . . . . . . . 251
Enfants sur la glace fragile – Comment l’affection et la culture peuvent aider à guérir les enfants groenlandais
victimes de maltraitance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Søren A. O LSEN and Jesper M ØLLER
The Mikisoq project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Le projet Mikisoq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
265
265
Aviâja EGEDE LYNGE
Mental dcolonization in Greenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Décolonisation mentale au Groenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
273
273
Ludvig H AMMEKEN
Greenland shaped who I am today – Interview of a young Greenland studying in Denmark . . . . . . . . . . . 277
Le Groenland a fait de moi ce que je suis devenu – Interview d’un jeune groenlandais, étudiant au Danemark 277
Magdalene ZEEB , Kaalinnguaq ANDERSEN
Interview of two young Inuit from Greenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Interview de deux jeunes Inuit du Groenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
281
281
SIBÉRIE / SIBERIA
Vassili ROBBEK
Actions visant à sauver le patrimoine culturel des petits peuples du Nord comme principe fondamental du
développement durable en Arctique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Actions aiming at saving the cultural heritage of the minority peoples of the North as a basic principe of
sustainable development in the Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Galina DIATCHKOVA
Tchoukotka : problèmes de sauvegarde du patrimoine naturel et culturel . . . . . . . . . . . . . . . . . . . . . . . . .
Chukotka : natural and cultural heritage problems of protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
295
295
Irina K UZNETSOVA
A call of Russian women for protection of the Siberian North and its peoples . . . . . . . . . . . . . . . . . . . . .
Un appel des femmes russes pour la défense du Grand Nord sibérien et de ses peuples . . . . . . . . . . . . . . .
305
305
CENTRE D’ÉTUDES ARCTIQUES / ARCTIC STUDIES CENTER
Giulia B OGLIOLO -BRUNA
L’œuvre internationale du Centre d’études arctiques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The international work of the Arctic studies Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
315
315
Jean M ALAURIE
Le Centre d’études arctiques : histoire et orientations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Arctic studies Center : history and directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
321
321
Christian MOREL
« Our Polar Heritage » et le développement d’une photothèque polaire . . . . . . . . . . . . . . . . . . . . . . . . . . .
« Our Polar Heritage » and the development of an Arctic picture library. . . . . . . . . . . . . . . . . . . . . . . . . .
343
343
Inter-Nord, 21, p. 3-6
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011
InterNord21_10355 - 3.6.2011 - 10:01 - page 6
6
P ROBLÈMES
ARCTIQUES : ENVIRONNEMENT , SOCIÉTÉS ET PATRIMOINE
DISCOURS DE CLÔTURE / CLOSING SPEECHES
Jean M ALAURIE
Lettre à un jeune Inuit de l’an 2022 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Letter to a young Inuit of the year 2022 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
355
355
Declaration of the Congress
Déclaration du Congrès
ANTHOLOGIE DE QUELQUES GRANDES PAGES CLASSIQUES DE L’HISTOIRE ARCTIQUE /
ANTHOLOGY OF A FEW GREAT CLASSIC PAGES OF THE ARCTIC HISTORY
Hans EGEDE
Un missionnaire : Hans Egede, premier anthropologue du Groenland . . . . . . . . . . . . . . . . . . . . . . . . . . .
A missionary : Hans Egede, first anthropologist of Greenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
367
367
Jean-François R EGNARD
Utilisation chamanique du tambour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Shamanic use of drum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
369
369
Davis CRANZ
Mores and customs of Greenlanders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Us et coutumes des Groenlandais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
371
371
Frederick William BEECHEY
Meeting with the Western Esquimaux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rencontre avec les Esquimaux du Nord-Ouest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
373
373
Adelbert Von C HAMISSO
Un naturaliste passionné dans le Détroit de Béring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A passionate naturalist in the Bering Strait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ferdinand Petrovitch von W RANGEL
Description des chamans sibériens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Siberian shamans description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
377
377
Frederick S CHWATKA
Looking for John Franklin, 1878-1880 : a great American explorer neglected . . . . . . . . . . . . . . . . . . . . . .
À la recherche de John Franklin, 1878-1880 : un grand explorateur américain méconnu . . . . . . . . . . . . . .
379
379
Franz BOAS
Rencontre avec les Inuit en terre de Baffin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Meeting with the Inuit in Baffin land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
381
381
Waldemar BOGORAS
Siberian rite of initiation in prehistoric times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rite d’initiation préhistorique en Sibérie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
383
383
Alfred WEGENER
La base d’« Eismitte » . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The « Eismitte » Station. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kenn H ARPER
Minik : un des six Esquimaux polaires déportés par Peary à New York . . . . . . . . . . . . . . . . . . . . . . . . . .
Minik : one of the six Polar Eskimo deported by Peary in New York . . . . . . . . . . . . . . . . . . . . . . . . . . . .
387
387
Andreas LABBA
Récits d’un Saami . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Narratives of a Saami . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
391
391
A. LYNGE and A. OLSEN
Oil and gas in Greenland : views of Greenlanders in Denmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pétrole et gaz au Groenland : points de vue de Groenlandais au Danemark . . . . . . . . . . . . . . . . . . . . . . .
395
395
Gaba B ROBERG et Jean MALAURIE
Un Groenlandais en France : la troisième génération . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Greenlander in France : The third generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
399
399
Index Inter-Nord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Inter-Nord, 21, p. 3-6
’ CNRS ÉDITIONS, 2011
TAP - CNRS ÉDITIONS 2011