The Inuit Qaujimajatuqangit Conversation: The Language and Culture of Schooling in the Nunavut Territory of Canada

Aylward, Lynn

doi:10.1007/978-94-007-1466-3_15

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…Teacher respondents' calls for increased integration of Elders into classroom activities and associated modification of school curriculum confirm a long-standing position that greater connections between teachers and Elders further support the integration of Inuit culture in classroom practice (Stairs 1995;Lipka, Mohatt, and Ciulistet Group 1998;Laugrand and Oosten 2009;Aylward 2012). This view is expanded by Annahatak (personal communication, 9 September 2010) who proposes that 'teachers should be taught by Elders … about how Inuit society used to be structured and about learning and how children had been raised.'…”

Section: Discussionmentioning

confidence: 81%

“…IQ has been translated into English by the IQ Task Force (2002) as 'the Inuit way of doing things, and includes the past, present, and future knowledge of Inuit society' (49). The concept of IQ, while not originating from the Nunavik region, represents an example of how Inuit culture has been formally articulated in an attempt to reconfigure systems and institutions, including schooling, to be more culturally relevant to Inuit (Aylward 2012).…”

Section: Education In Nunavikmentioning

confidence: 99%

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How much culture is enough? Inuit teachers’ perceptions on the state of Inuit culture in Nunavik classrooms

Stevenson

2014

Intercultural Education

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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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Section: Discussionmentioning

confidence: 81%

Section: Education In Nunavikmentioning

confidence: 99%

How much culture is enough? Inuit teachers’ perceptions on the state of Inuit culture in Nunavik classrooms

Stevenson

2014

Intercultural Education

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“…Education staff and administrators in Nunavut are also required to ensure that all aspects of schooling reflect and reference the values, principles and approaches of Inuit knowledge. This has necessitated a great deal of research with Elders and start-fromscratch program development by Nunavut educators and curriculum support staff (Aylward, 2009;Aylward, 2012;McGregor, 2012a). Nunavut aims to develop entirely culturally-responsive and locally-relevant curriculum, programs, materials and assessments that also ensure their students have access to post-secondary and university entrance requirements (Nunavut Department of Education, 2007).…”

Section: Indigenizing Educationmentioning

confidence: 99%

Il popolo Indigeno dei Sámi e la Conoscenza Ecologica Tradizionale: difficoltà e lezioni da imparare nel XXI secolo

Casi¹

2022

Nordicum-Mediterraneum

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Sommario: Questo articolo concerne le culture indigene dell’Artico, ma si focalizza soprattutto sul popolo dei Sámi, l’unico popolo indigeno ufficialmente riconosciuto come tale dall’Unione Europea. L’articolo continua esplorando il territorio Sámi, situato nell’estremo nord europeo e nel nord-ovest della Federazione Russa, e la sua connessione con la cultura Sámi perchè strettamente legato alle loro pratiche di sostentamento tradizionali, quali l’allevamento semi-nomade delle renne e la pesca del salmone. Questo articolo pone inoltre particolare attenzione alla conoscenza ecologica tradizionale Sámi, al rapporto conflittuale di questo corpo di conoscenze con il sapere accademico convenzionale e soprattutto mette in rilevo la critica neocoloniale che evidenzia discriminazioni del sapere non-accademico ufficiale, come la conoscenza ecologica tradizionale Sámi. Abstract: This article concerns the Arctic Indigenous cultures, and it focuses particularly on Sami Indigenous people, which is the only people officially recognized as such in the European Union. It continues presenting the Sami land, located in the extreme European North and in the North-West of the Russian Federation, and its significance for Sami people due to the deep connection with their traditional livelihood practices such as reindeer herding and salmon fishing. This article emphasizes the Sami traditional ecological knowledge, its controversial relation with the academic knowledge and the official science, as well as the neo-colonial critique which highlights the discrimination of non-academic body of knowledge such as the Sami traditional ecological knowledge.

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“…4 Education has also played a role in language maintenance. The introduction of education in Inuktitut up to Grade 2 or 4 has allowed children to develop their writing skills in their first language, whereas the absence of a comprehensive curriculum in Inuktitut (Aylward 2010;Dorais 2010) yields an increasing use of English in later grades. As is the case in most bilingual communities, though, there is a large degree of individual variation in terms of proficiency and language use.…”

Section: Introductionmentioning

confidence: 99%

Perception and Production of Sentence Types by Inuktitut-English Bilinguals

et al. 2022

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We explore the perception and production of English statements, absolute yes-no questions, and declarative questions by Inuktitut-English sequential bilinguals. Inuktitut does not mark stress, and intonation is used as a cue for phrasing, while statements and questions are morphologically marked by a suffix added to the verbal root. Conversely, English absolute questions are both prosodically and syntactically marked, whereas the difference between statements and declarative questions is prosodic. To determine the degree of crosslinguistic influence (CLI) and whether CLI is more prevalent in tasks that require access to contextual information, bilinguals and controls performed three perception and two production tasks, with varying degrees of context. Results showed that bilinguals did not differ from controls in their perception of low-pass filtered utterances but diverged in contextualized tasks. In production, bilinguals, as opposed to controls, displayed a reduced use of pitch in the first pitch accent. In a discourse-completion task, they also diverged from controls in the number of non-target-like realizations, particularly in declarative question contexts. These findings demonstrate patterns of prosodic and morphosyntactic CLI and highlight the importance of incorporating contextual information in prosodic studies. Moreover, we show that the absence of tonal variations can be transferred in a stable language contact situation. Finally, the results indicate that comprehension may be hindered for this group of bilinguals when sentence type is not redundantly marked.

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The Inuit Qaujimajatuqangit Conversation: The Language and Culture of Schooling in the Nunavut Territory of Canada

Cited by 7 publications

References 20 publications

How much culture is enough? Inuit teachers’ perceptions on the state of Inuit culture in Nunavik classrooms

How much culture is enough? Inuit teachers’ perceptions on the state of Inuit culture in Nunavik classrooms

Il popolo Indigeno dei Sámi e la Conoscenza Ecologica Tradizionale: difficoltà e lezioni da imparare nel XXI secolo

Perception and Production of Sentence Types by Inuktitut-English Bilinguals

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