Abstract:Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Fram… Show more
“…Although every Inuit region in Canada has regained control of education (Nunavik in 1978, the Inuvialuit Settlement Region in 1990, Nunavut in 1999, and Nunatsiavut in 2005, a great deal of work is needed in order to develop education systems that reflect the needs and priorities of Inuit communities and citizens (Daveluy, 2009;McGregor, 2010McGregor, , 2011McGregor, , 2012aMcGregor, , 2012bMcGregor, , 2013. In recent years, education has become a focal point in policy and development discussions across the North, and initiatives have been undertaken by Northern governments, Inuit leaders, and educators to improve access to post-secondary education and to adapt education systems to reflect Inuit culture and objectives.…”
Section: Qallunaaliaqtut: L'expérience Des éTudiants Inuits Dans Les mentioning
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. The purpose of this study was to learn from the experiences of postsecondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing postsecondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students' needs and aspirations.
QALLUNAALIAQTUT: L'EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES
“…Although every Inuit region in Canada has regained control of education (Nunavik in 1978, the Inuvialuit Settlement Region in 1990, Nunavut in 1999, and Nunatsiavut in 2005, a great deal of work is needed in order to develop education systems that reflect the needs and priorities of Inuit communities and citizens (Daveluy, 2009;McGregor, 2010McGregor, , 2011McGregor, , 2012aMcGregor, , 2012bMcGregor, , 2013. In recent years, education has become a focal point in policy and development discussions across the North, and initiatives have been undertaken by Northern governments, Inuit leaders, and educators to improve access to post-secondary education and to adapt education systems to reflect Inuit culture and objectives.…”
Section: Qallunaaliaqtut: L'expérience Des éTudiants Inuits Dans Les mentioning
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. The purpose of this study was to learn from the experiences of postsecondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing postsecondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students' needs and aspirations.
QALLUNAALIAQTUT: L'EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES
“…Foundational to this entire process is the value of persevering, not giving up, remaining hopeful ( Niriunniq ) (Kirmayer, Dandeneau, Marshall, Kahenonni Phillips, & Jessen Williams, ; Kirmayer, Sehdev, Whitley, Dandeneau, & Isaac, ), and being resourceful ( Qanutuurniq ) (McGregor, ). This resonates with values of resilience, survival, and adaptation (Kirmayer et al., ; McGregor, ; Tagalik, ; Trout et al., ). In an interview, elder Louisa Cookie Brown (2016) explains the value of faith in Inuit culture and how the process of community mobilization within her community can be nurtured by faith and how faith can be nurtured by mobilization:We were also always told you have to have faith.…”
Nunavimmiut (people of the land) are the Indigenous peoples of the northern peninsula of the province of Quebec. Communities of Nunavik and its regional organizations have been making concerted efforts in implementing community‐based strategies to support family wellbeing. These community strategies are grounded in many of the values underpinning community psychology: favoring empowerment‐oriented approaches, fostering community capacity, and transforming organizational cultures to allow for new modes of interaction, as well as new policies and practices that are grounded in community and culture. Despite the growing support and expectation for community mobilization, there is still very little research on the processes and challenges to such mobilization. In this study, we explored the unique challenges and facilitators to community endeavors in northern Quebec in order to better understand the complex dynamics and the strengths that Inuit build upon. We first used a focused ethnographic approach in the context of a 5‐year community mobilization project in Nunavik. We then conducted 12 individual interviews and two small group interviews with Inuit working on community‐based wellbeing‐oriented mobilization projects in four additional communities. Results expose how sociogeographical realities and colonialism influence the process of community mobilization. They also highlight the values and motivational factors that lead community members to move beyond these influences.
“…It is the question of how teachers perceive the ways in which Inuit culture is being taught in the classroom that this paper specifically explores. Teachers' views are emphasized in this paper in recognition of McGregor (2012) who states that: 'it is not enough to say schools will operate using "Inuit values"; those values must be articulated, specified, and interpreted in context' (299). Furthermore, this topic is examined in response to what Battiste (2009) views as a lack of research devoted to specifically exploring the teaching of culture and classroom teaching methodologies that support Indigenous cultures.…”
This paper highlights findings of a survey conducted with the Kativik School Board, Canada, to gain insight into the perceptions of Inuit teachers concerning how Inuit culture is taught in the classroom. While findings indicate that teachers are integrating Inuit culture to varying degrees, roughly half of respondents suggest that not enough Inuit culture is being taught. Responses additionally suggest that attempts to articulate culture in schools should consider teachers' access to cultural knowledge, the creation of effective learning spaces, and the inclusion of community Elders.
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