Integrating culturally relevant learning in Nunavut high schools: student and educator perspectives from Pangnirtung, Nunavut, and Ottawa, Ontario
The current emphasis in Nunavut high school education, and curriculum development, is to more effectively integrate culturally appropriate learning while also preparing students for their post-graduation goals. Working with students and educators in Pangnirtung, Nunavut and Ottawa, Ontario provided...
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| Format: | Thesis |
| Language: | unknown |
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2013
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| Online Access: | https://curve.carleton.ca/f1d3573c-340e-4175-80ee-44a9bc1ebb6e http://proxy.library.carleton.ca/login?url=http%3A//gateway.proquest.com/openurl%3Furl_ver%3DZ39.88-2004&rft_val_fmt=info%3Aofi/fmt%3Akev%3Amtx%3Adissertation&res_dat=xri%3Apqdiss&rft_dat=xri%3Apqdiss%3A%20MR94331 http://catalogue.library.carleton.ca/record=b3440110 https://doi.org/10.22215/etd/2013-09889 |
| Summary: | The current emphasis in Nunavut high school education, and curriculum development, is to more effectively integrate culturally appropriate learning while also preparing students for their post-graduation goals. Working with students and educators in Pangnirtung, Nunavut and Ottawa, Ontario provided an opportunity to investigate how this goal is manifesting within and outside classroom activities, as well as how this supports student engagement, success, and pride in cultural identity. There are strong joint intentions and efforts being made by Inuit and Qallunaat (non-Inuit) educators alike to work together,involve community members, and bring Inuit Qaujimajatuqangit (IQ - Inuit ways of knowing, being and doing) principles into their school and/or classrooms. However, there are challenges with the practical implementation of an integrated learning approach, resulting in a disconnect between cultural and academic learning. Insights gained through this research aim to provide examples and recommendations to contribute towards ongoing efforts to make improvements for future generations of Inuit. |
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