Learning from Inuit perspectives on timimut ikajuqsivik/rehabilitation services for children

The practice approaches and evidence base of timimut ikajuqtiit/rehabilitation professionals working with children are primarily informed by Eurocentric norms and values. Such approaches may not meet the needs of Inuit who have infrequently been engaged in informing the delivery of timimut ikajuqsivik/rehabilitation services. A lack of engagement of Inuit knowledge and perspectives blocks opportunities for culturally safe service delivery and Inuit self-determination. This research sought to illuminate knowledge on how the timimut ikajuqsivik interests of Inuit children in the Qikiqtani Region of Nunavut can be understood and supported by foregrounding Inuit perspectives. This qualitative inquiry followed the Piliriqatigiinniq Partnership Model for Community Health Research and was supported by a critical decolonizing lens. Twenty-five participants engaged in individual or group storytelling sessions. Analysis involved a holistic synthesis of data and a participatory process. Five Inuit knowledge concepts were identified to guide timimut ikajuqsivik: [Formula: see text] (tunnganarniq), [Formula: see text] (inuuqatigiitsiarniq), [Formula: see text] (katujiqatigiinniq), [Formula: see text] (naalagiursaniq) and [Formula: see text] [Formula: see text] (sivumuaqatigiigniq saimmaqatigiinnikkut). We argue for contextually relevant practices, encouraging timimut ikajuqsivik/rehabilitation services to align with the knowledge systems, needs and guidance of local contexts. We draw attention to the importance of this alignment for redressing the impacts of systems of inequity such as colonialism.