Ella, you talked about the importance of teaching Inuktitut and teaching about Inuit culture in learning and for the success of indigenous Inuit students. Certainly, we have heard from a lot of other people on this committee about those things: the importance of language and of being on the land in terms of learning and also in terms of identity and mental health.
Also, if you want to be a good advocate for indigenous people, for Inuit people and for things that are of interest to the Inuit people, perhaps like Lori there.... She went through I think a lot of years of schooling, a lot of years of university. I'm assuming that she did an undergraduate degree and must have done pretty well in that, and she went to law school. Now she comes down here and probably is one of the best advocates for Inuit issues of anyone in Canada.
Similarly, if you want to help Inuit people or anyone else as a doctor or a nurse, again, it requires western learning. We have had other witnesses before this committee who, in terms of indigenous learning, talked about teaching kids to walk in two different pathways. Do you think that's the case?
In teaching, how do you balance those two things, those two worlds that you want people to live in? Perhaps amongst the students there are different desires in terms of how much you want to be in one world and how much you want to be in the other world. How do you balance those two things?