This project is part of an holistic approach to assess impacts of climate change on Arctic terrestrial ecosystems. It focuses on current, short-term phenotypic, and longer-term genetic responses of plant, animal (including caribou) and microorganism species to a changing climate and UV-B regime. Information in the study is taken from indigenous observations, scientific monitoring, experiments and models.

Socioenvironmental changes in Canada’s northern regions are likely to have wide-ranging implications for the health of its residents. Aboriginal communities are among the first to face the direct impacts of changes, as their lifestyles tend to be more closely tied to and reliant upon the natural environment. Based on field research, this paper documents observations of socio-environmental changes made by members of the Cree Trappers Association (CTA) of the Cree of Eeyou Istchee (the traditional homeland of the Cree located in the eastern James Bay area). It also analyses their impact on hunting behaviour and consumption levels associated with two traditional food species – the Canada Goose and the woodland caribou. CTA members are witnessing changes in animal behaviour and the migration patterns of species. These in turn are affecting the consumption of traditional food, causing dietary changes at the society level, and, ultimately, impacting on human health and overall well-being.

This is a masters project completed through the Geography and Environmental Studies program at Carleton University. Sharing stories in Inuit culture has been the foundation of knowledge transfer for generations. This is my story of learning, of research, learning through relationships, and learning from the land through the stories of Elders and youth of Gjoa Haven, Nunavut, during Elder-youth land camps to learn about caribou in 2011/2012. Using the Qaggiq model, I explore how nuna (land) connects us with iliqqusiq (culture), uqausiq (language), and unipkaat (living histories). The land camps are a place for knowledge renewal, to build and strengthen the connections between generations, and a place for communities and researchers to connect. Learning on the land provides the place for strengthening inuuqatigiittiarniq (relationships), inuusiqaqttiarniq (living a good life) and allows the youth to experience how the land provides niqiqainnarniq (sustenance). Storytelling connects us with others and by listening carefully there are many lessons that can guide youth in living a good life