The Education of Inuit Youth in Nunavik

Teachers' and Students' Perspectives

Bibliographic Data

ID3801123
AuthorsTatiana Garakani (École nationale d’administration publique, Montréal, Québec, Canada, corresponding author)
Year2019
Volume40
Issue2
Pages25-46
Publication date2019-01-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueÉtudes/Inuit/Studies (JOURNAL)
Journal identifiersISSN: 0701-1008 • E-ISSN: 1708-5268
PublisherConsortium Erudit (PUBLISHER • CA)
DOI10.7202/1055430ar
OpenAlexW2914454087
LanguageEN
Citations received3
References cited16

This article draws on data collected in Nunavik between 2011 and 2014 to describe the perceptions of Inuit students and their teachers (Inuit and non-Inuit) about their motivation, the purpose of schooling, the quality of their relationships, and the pedagogical choices and approaches that influence their perseverance. Informed by critical Indigenous methodologies, the research was conducted with the approval of Kativik Ilisarniliriniq, the School Board of Nunavik. A wide range of research tools was used to facilitate participation by teachers from the French, English, and Inuit sectors, in elementary (Kindergarten to Grade 6) and high school (Grades 7 to 11), and participation by students from the French and English sectors (Grades 8 to 11

Indigenous · Mathematics education · Pedagogy · Perception · Early Childhood Education and Development · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychology · Ecology

Tools

Open DOIOpen Access