The Education of Inuit Youth in Nunavik: Teachers’ and Students’ Perspectives
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...
| Published in: | Études Inuit Studies |
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| Format: | Text |
| Language: | English |
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Centre interuniversitaire d’études et de recherches autochtones (CIÉRA)
2016
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| Online Access: | http://id.erudit.org/iderudit/1055430ar https://doi.org/10.7202/1055430ar |
| Summary: | 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). À partir des données recueillies au Nunavik entre 2011 et 2014, cet article met en lumière la perception des élèves Inuit et leurs enseignants (Inuit et non-Inuit), sur comment leur motivation, le but scolaire, la qualité de leurs relations, et les pratiques pédagogiques influencent leur persévérance. Informée par les méthodologies critiques autochtones, la recherche a été menée avec l’approbation de la Commission scolaire Kativik Ilisarniliriniq. Un large éventail d’outils de collecte de données a été mis en place pour faciliter la participation des enseignants de primaire et secondaire, des secteurs francophones, anglophones et inuit, ainsi que des élèves du secondaire (secteurs francophone et anglophone). |
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