Inuit Voices on Quality Education in Nunavut: Policy Implications

• Published in: International Journal of Educational Methodology
• Main Author: Eric Fredua-Kwarteng*
• Format: Article in Journal/Newspaper
• Language: English
• Published: Tayfun Yagar 2016
• Subjects: Quality education; culture; culturally relevant schooling; policy; Inuit perspectives; colonization; History of education; LA5-2396; Special aspects of education; LC8-6691; Canada; Nunavut; inuit
• Online Access: https://doi.org/10.12973/ijem.2.1.31; https://doaj.org/article/be33b844199547399624b500f4324e63

This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are r gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.