Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit
Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outl...
| Published in: | McGill Journal of Education |
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| Main Author: | |
| Format: | Text |
| Language: | English |
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Faculty of Education, McGill University
2012
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| Subjects: | |
| Online Access: | http://id.erudit.org/iderudit/1014860ar https://doi.org/10.7202/1014860ar |
| Summary: | Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts. Depuis 1985, des développeurs, des éducateurs et desaînés du Nunavut travaillent à la refonte desconcepts des programmes et ce, afin de mieux répondre aux forceset besoins des élèves inuit. Ils veulent égalementrefléter, préserver et redonner vie à la vision dumonde, à la langue et à la culture inuit. Cet articleexplique le développement du programme d’étudesPiniaqtavut (1989), du programme Inuuqatigiit: Un programmed’études à partir d’une perspective inuit(1996) et du document fondateur Inuit Qaujimajatuqangit: le cadred’éducation pour le curriculum du Nunavut (2007). Par lasuite, l’auteur décrit les principes descompétences transversales et les philosophies del’éducation au Nunavut. Elle identifie les facteurs ayantle plus contribué à ce processus de transformation desprogrammes dans l’ensemble du système. L’objectifest d’à la fois décrire l’approchepréconisée au Nunavut et de présenter des travauxcomparables, réalisés dans d’autres contextesautochtones. |
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