[Member spoke in Inuktitut as follows:]
ᐋ, ᖁᔭᓐᓇᒦᒃ ᐃᒃᓯᕙᐅᑕᓖᒃ ᐊᒻᒪᓗ ᖁᔭᓐᓇᒦᒃ ᓖᓴ ᐊᒻᒪᓗ ᖃᕆᑕᐅᔭᒃᑯᑎᒍᑦ ᐃᓚᐅᔪᑦ ᐋ ᓈᓚᒃᓱᑦᓯ ᑕᒪᑦᓯ ᐋ ᑐᓴᕐᓂᕋᑦᓯ ᐱᒻᒪᕆᐊᓗᓐᓂᒃ ᐅᖃᐅᓯᖃᕋᒃᓯ ᐋᒻ ᓯᕗᓪᓕᕐᒥᖅᑲᐃ ᓖᓴᒧᑦ ᐊᐱᕆᓂᐊᖅᐳᖓ ᑖᓐᓇ ᐅᖃᐅᓯᕆᔭᑎᑦ ᐋᒻ ᐊᒃᓱᐊᓗᒃ ᑐᓴᕐᓂᕐᒪᑕ ᐃᓕᓐᓂᐊᕐᕖᑦ ᐃᓕᖅᑯᓯᑦᑎᓐᓂᒃ ᐱᖅᑯᓯᑦᑎᓐᓂᒃ ᐱᑕᖃᖅᔫᒥᔭᕆᐊᖃᕐᒪᑦ ᐋᒻ ᐅᑯᐊ ᐃᓚᖏᑦ ᑲᑎᒪᔨᐅᖃᑎᒃᑲ ᐊᐅᓪᓚᖃᑎᒋᓵᓚᐅᕋᒃᑭ ᓲᕐᓗ ᐋ ᐃᖃᓘᑦ− ᑑᑦᓯᐊᒧᓪᓗ ᖁᒡᓗᒃᑑᒧᓪᓗ ᐋ ᖁᒡᓗᒃᑑᕐᒦᒃᓱᑕ ᐋ ᐅᓇᓕᒃ ᐅᓇᓕᒃᓴᔭᕐᓂᒃ ᑲᑎᒪᖃᑎᖃᓚᐅᕋᑦᑕ ᑕᐃᒃᑯᐊ ᐅᓇᓕᒃᓴᔭᐃᑦ ᐋ ᐊᒃᑯᐊᓗᒃᑕᐅ ᑐᓴᕐᓂᓚᐅᕐᒥᒻᒪᑕ ᐃᓕᓐᓂᐊᖅᑎᑕᐅᕚᓐᓂᖅᓱᑕ ᐋ ᖃᓄᖅ ᐱᓕᕆᓲᖑᒻ− ᒪᖔᑦᑕ ᐋ ᓇᓕᐊᖑᓚᐅᖅᑐᒃᑭᐊ ᐊᐱᕆᓚᐅᕐᒪᑦ ᐋᒻ ᑖᒃᑯᐊ ᐅᓇᓕᒃᓴᔭᐃᑦ ᐋᒻ ᖃᐅᔨᒪᔪᒻᒪᕆᐊᓘᒻᒪᑕ ᓄᓇᒋᔭᑦᑎᓐᓂᒃ ᓯᓚᑎᒋᔭᑦᑎᓐᓂᒃ ᐊᒻ ᐃᑲᔪᖅᑐᒻᒪᕆᐅᕙᒃᓱᑎᒡᓗ ᐋ ᑖᓐᓇ ᐅᑭᐅᖅᑕᖅᑐᖅ ᐋ ᓇᒻᒥᓂᕆ− ᔭᐅᓂᐊᕐᓂᕋᖅᑎᒡᓗᒍ ᑲᓇᑕᒧᑦ ᐋ ᐃᒪᓐᓇᖃᐃ ᐊᐱᕆᕗᖓ ᑖᓐᓇ ᑏᑳᓚᓇᐃᔨᖕᒥᒃ ᐅᖃᐅᓯᖃᖅᑎᒡᓗᑎᑦ ᓲᕐᓗᖃᐃ ᐃᓕᓴᐃᔩᑦ ᓄᓇᓕᖕᒦᓐᖔᕆᐊᖃᖅᐸᑕᖃᐃ ᒫᓐᓇᐅᔪᖅ ᐋ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᐃᑦ ᐃᓕᓴᐃᔨᖏᑦ ᖃᓪᓗᓈᓃᓐᖔᓲᖑᒻᒪᑕ ᑭᓯᐊᓂ ᐋ ᓲᕐᓗ ᓄᓇᒋᔭᒃᑎᓐᓂ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᐃᑦ ᐋ ᐱᑕᖃᐅᖅᑎᒡᓗᒋᑦ ᓲᕐᓗ ᐋ ᐅᓇᓕᒃᓴᔭᐃᑦ ᑖᒃᑯᐊᖃᐃ ᐃᓚᒋᔭᐅᑎᑕᔾᔫᒥᒃᐸᑕ ᐃᓕᓐᓂᐊᕐᕕᓐᓂ ᐃᑲᔪᖅᐹᓪᓕᖃᑕᐅᒐᔭᖅᐸ− ᖃᐃ, ᐃᓕᓐᓄᑦ ᑕᐃᒪᓐᓇ ᐊᐱᕆᖅᑳᖅᑐᖓ.
[Inuktitut text interpreted as follows:]
Thank you, Madam Chair.
Thank you, Lisa and the other panellists who are here by Zoom. I am hearing what you said and I am liking what I'm hearing, because it is very important.
My first question is for Lisa.
What you said was like music to my ears. You're saying that we need more culturally based programs in our schools.
I was on a trip recently with some of my colleagues to Cambridge Bay and Kugluktuk. We met with Canadian Rangers who came to speak to us. We heard from them. What they said had a lot of significance. They were stating what is lacking. These Rangers, because they're indigenous, know the environment. They survive in the environment. They help keep our borders secure in Canada.
When you're talking about cultural learning, I wonder if we need more indigenous leaders. A lot of the teachers we have in Nunavut come up from the south. There are some qualified teachers in Nunavut and indigenous communities. I wonder if Rangers can be taken into consideration and utilized as teachers.
Thank you.
[English]