This study examined how to incorporate Inuit Qaujimajatuqangit [Inuit knowledge] into elementary life science teaching in Nunavut. Interviews were conducted with Kivalliq teachers and elders to understand what teachers have done to incorporate Inuit Qaujimajatuqangit into their practice and interviewed elders to understand what Inuit Qaujimajatuqangit is, how it was shared, and used prior to the introduction of schools. The researcher used critical narrative inquiry to interrogate their practice in relation to the narratives of the elders and teachers. This research argues that Inuit Qaujimajatuqangit can be incorporated by Indigenizing science learning through content, processes, values, and Inuktut language of instruction; and decolonized by challenging the influences of standard Canadian curriculum. Sharing stories to construct elementary life science curriculum is a viable method for enabling culturally responsive and culture-based science education.
Author Keywords: decolonize, elementary science, Indigenous knowledge, Inuit Qaujimajatuqangit, Inuit science learning, life science education