Culturally relevant schooling in Nunavut

Views of secondary school educators

Datos Bibliográficos

ID4863245
AutoresM Lynn Aylward (0000-0002-1414-8765, Acadia University, autor de correspondencia)
Año2010
Volumen33
Número1-2
Páginas77-93
Fecha de publicación2010-11-19
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaÉtudes/Inuit/Studies (JOURNAL)
Identificadores de la revistaISSN: 0701-1008 • E-ISSN: 1708-5268
EditorialConsortium Erudit (PUBLISHER • CA)
DOI10.7202/044961ar
OpenAlexW2161426207
IdiomaEN
Citas recibidas11
Referencias citadas12

The Nunavut Department of Education is committed to creating culturally relevant Nunavut secondary schools using, as a foundation, the principles of Inuit Qaujimajatuqangit (Inuit traditional knowledge and learning), bilingualism, and inclusive schooling. This paper focuses on the voices of Nunavut secondary school educators by building upon the results of the Sivuniksamut Ilinniarniq research project, which explored multiple graduation options for Nunavut youth and was conducted by the Nunavut Department of Education in 2004. Some of the data for this research project came from a survey of secondary school educators. The open-ended responses revealed three main themes: the role of Inuit language and culture in Nunavut education; an increased role for family and community; and concerns about student engagement. An overview of the initial survey results as well as further qualitative analysis and discussion of the three main themes is provided. For current educational planning, it is necessary to understand how the majority non-Inuit secondary school educators view the Nunavut school system and the possible assumptions embedded within these views

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