This was the high profile trial of an Inuk woman who was charged with murder (for killing her brother-in-law, who had killed her husband), and with child abandonment (for leaving two of her children behind when she tried to walk the 45 miles to nearest trading post). These events took place in the winter of 1958, after the Ahiarmiut had been ‘relocated’ from their traditional lands at Ennadai Lake to Henik Lake (to a place hundreds of miles away, where there were no caribou, and where many Ahiarmiut starved to death).
I don’t think the case shows up in any of the mainstream criminal law texts, but was one of the big showtrials of its time (covered by TimeLife). As a result, there is lots of material to drawn on for teaching! Part of what it makes it a great case to teach, especially in first year, is that there is a documentary film you can use! In what might be the only example I can call to mind, the documentary is made by Kikkik’s daughter, Educator Elisapee Karetak (who was a baby at the time). [Elisapee was also a cultural advisor to the first Akitiraq Law Degree Program]
I use this film/case in the very first few weeks of the class. I don’t have them do any mandatory readings, i just arrange for them to see the film. I have tried both having a lab session (in which they watch together), and simply letting them watch it on their own time. There are different advantages to each approach. The film is accessible on Vimeo (“Kikkik” https://vimeo.com/18742945.
After they have seen the film, we spend class time talking about “the facts” (as seen by the criminal justice system), both the successes and limits of that system, and then work outwards in layers to explore what other harms are present, what is not visible within the Canadian justice system, and the after-effects into the future.
Though it is early in the term, the case is memorable and carries its weight, so that we can return to it throughout the year (much in the way that some scholars use the Marshall inquiry). My experience is that the first few week are not “too early.”
What you get is:
- a really compelling narrative (which makes it accessible for students)
- a rich text (which means you can work with it on many levels, which means it works both for students with more and with less prior education/knowledge/experience with the intersection of crim and colonization)
- both historical distance (which makes the case somewhat easier to process), and an active layering into the present (which makes visible connections between past and present)
I have been using the film/case in my criminal law class (for the past 10 years) and have found the case to be both powerful and pedagogically awesome. (I should also say that i have taught it in different ways in different years, and have learned new things from it each time…. i think this is a great case for people wanting to start to take small steps in shifting their materials, and it would work no matter what case book you were using)
- it is a fantastic way of including the history of arctic relocations, and of the “e-number system”
- it is a case that the judicial system “got right” (people can feel good about the possibility that the judicial system can get it right… but can also see why ‘getting it right’ is not enough)
- It makes visible the ways that the larger systemic harms suffered by the Ahirarmiut were completely invisible to the Canadian judicial system (that is, criminal law doesn’t easily make visible the harm of relocation itself). This weaves itself back into the materials throughout the year
- it raises questions of gender, necessity, self-defence, mothers-and-babies-in-jail, child apprehensions, right to counsel, confessions, translation, juries, judges charges to juries, media coverage of judicial system, etc etc. [especially if you use the transcript]. There are many ways you can easily refer back to the case throughout the year in ways that support better knowledge about the history of Aboriginal/Crown relations.
- Because this case was a HUGE show trial in the 50s (made the world stage), there are lots of materials you could draw on: The trial transcript, media coverage, sculptures, films. This means that the case/film works well with a variety of different learning styles
OTHER COMMENTS ON RESOURCES:
- UVic has a copy of the trial transcript (for the murder trial) in our law library. In an upper year legal theory course, the students read the whole transcript. I don’t do that in first year crim, but there are some parts of it that are really excellent for teaching with! I made a PDF copy for the students, divided into two PDFs
- If you like to use images in class, here is a link to the powerpoint I sometimes use. Feel free to modify, extend, alter, make it your own, etc.
- If someone wanted to read more about it, I wrote an article that looks at the 4 genres in which the story could be told (i don’t assign it, but it can be helpful background for someone wanting to familiarize themselves with the story, or pull things out of bibliography…or if you want to talk about genres of justice, and challenge the assumption that justice finds its purest expression in the genre of criminal law cases)
- there are two versions of the film. The shorter vimeo one (link above), and a longer one that has an additional 30 minutes of footage taken after the elders had returned to the home from which they had been moved. I really love the longer version, but it is only online in the inuktitut version (as far as I can tell). Students find it easier to access the shorter version. If you have time to do a larger screening, the longer one has additional material that is very powerful.
OK. other suggestions welcomed!