Inuit-Centred Learning in the Inuit Bachelor of Education Program
The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the pr...
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fterudit:oai:erudit.org:1055433ar 2023-05-15T16:08:12+02:00 Inuit-Centred Learning in the Inuit Bachelor of Education Program Moore, Sylvia Allen, Cheryl Andersen, Marina Boase, Doris Campbell, Jenni-Rose Doherty, Tracey Edmunds, Alanna Edmunds, Felicia Flowers, Julie Lyall, Jodi Mitsuk, Cathy Nochasak, Roxanne Pamak, Vanessa Russell, Frank Voisey, Joanne 2016 http://id.erudit.org/iderudit/1055433ar https://doi.org/10.7202/1055433ar en eng Centre interuniversitaire d’études et de recherches autochtones (CIÉRA) Érudit Études Inuit Studies vol. 40 no. 2 (2016) http://id.erudit.org/iderudit/1055433ar doi:10.7202/1055433ar Tous droits réservés © La revue Études Inuit Studies, 2019 text 2016 fterudit https://doi.org/10.7202/1055433ar 2022-09-24T23:17:55Z The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the program, have based this paper on a collaborative presentation. The writers explore the tensions between the current provincial curriculum offered in the regional schools and a curriculum that is founded on Inuit history, culture, and worldview, restores the central role of the Inuit language, and is community-based as recommended in the 2011 National Strategy on Inuit Education. The students discuss four key threads of culturally relevant education: land, language, resources, and local knowledge. Moore reflects on how the IBED program incorporates these same elements to support Inuit identity and the developing pedagogy of the pre-service teachers. Le programme de baccalauréat inuit en éducation (IBED) au Labrador est un partenariat entre le gouvernement du Nunatsiavut (NG) et l’Université Memorial de Terre-Neuve. Il prépare les enseignants à devenir des participants clés du système éducatif de NG. Les étudiants de l’IBED et Sylvia Moore, le principal membre du corps professoral du programme, ont basé ce document sur une présentation collaborative. Les auteurs explorent les tensions entre le programme provincial actuel offert dans les écoles régionales et un programme fondé sur l’histoire, la culture et la vision du monde inuit qui redonne un rôle central à la langue inuit et qui se base sur la communauté, tel que recommandé dans la Stratégie nationale sur l’éducation des Inuit de 2011. Les étudiants discutent de quatre éléments clés de l’éducation culturellement pertinente : le territoire, la langue, les ressources et le savoir local. Moore réfléchit sur la façon dont le programme IBED incorpore ces mêmes éléments pour soutenir l’identité inuit et le développement de la pédagogie dans la formation initiale des ... Text Études/Inuit/Studies inuit Terre-Neuve University of Newfoundland Érudit.org (Université Montréal) Newfoundland Études Inuit Studies 40 2 93 107 |
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The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the program, have based this paper on a collaborative presentation. The writers explore the tensions between the current provincial curriculum offered in the regional schools and a curriculum that is founded on Inuit history, culture, and worldview, restores the central role of the Inuit language, and is community-based as recommended in the 2011 National Strategy on Inuit Education. The students discuss four key threads of culturally relevant education: land, language, resources, and local knowledge. Moore reflects on how the IBED program incorporates these same elements to support Inuit identity and the developing pedagogy of the pre-service teachers. Le programme de baccalauréat inuit en éducation (IBED) au Labrador est un partenariat entre le gouvernement du Nunatsiavut (NG) et l’Université Memorial de Terre-Neuve. Il prépare les enseignants à devenir des participants clés du système éducatif de NG. Les étudiants de l’IBED et Sylvia Moore, le principal membre du corps professoral du programme, ont basé ce document sur une présentation collaborative. Les auteurs explorent les tensions entre le programme provincial actuel offert dans les écoles régionales et un programme fondé sur l’histoire, la culture et la vision du monde inuit qui redonne un rôle central à la langue inuit et qui se base sur la communauté, tel que recommandé dans la Stratégie nationale sur l’éducation des Inuit de 2011. Les étudiants discutent de quatre éléments clés de l’éducation culturellement pertinente : le territoire, la langue, les ressources et le savoir local. Moore réfléchit sur la façon dont le programme IBED incorpore ces mêmes éléments pour soutenir l’identité inuit et le développement de la pédagogie dans la formation initiale des ... |
format |
Text |
author |
Moore, Sylvia Allen, Cheryl Andersen, Marina Boase, Doris Campbell, Jenni-Rose Doherty, Tracey Edmunds, Alanna Edmunds, Felicia Flowers, Julie Lyall, Jodi Mitsuk, Cathy Nochasak, Roxanne Pamak, Vanessa Russell, Frank Voisey, Joanne |
spellingShingle |
Moore, Sylvia Allen, Cheryl Andersen, Marina Boase, Doris Campbell, Jenni-Rose Doherty, Tracey Edmunds, Alanna Edmunds, Felicia Flowers, Julie Lyall, Jodi Mitsuk, Cathy Nochasak, Roxanne Pamak, Vanessa Russell, Frank Voisey, Joanne Inuit-Centred Learning in the Inuit Bachelor of Education Program |
author_facet |
Moore, Sylvia Allen, Cheryl Andersen, Marina Boase, Doris Campbell, Jenni-Rose Doherty, Tracey Edmunds, Alanna Edmunds, Felicia Flowers, Julie Lyall, Jodi Mitsuk, Cathy Nochasak, Roxanne Pamak, Vanessa Russell, Frank Voisey, Joanne |
author_sort |
Moore, Sylvia |
title |
Inuit-Centred Learning in the Inuit Bachelor of Education Program |
title_short |
Inuit-Centred Learning in the Inuit Bachelor of Education Program |
title_full |
Inuit-Centred Learning in the Inuit Bachelor of Education Program |
title_fullStr |
Inuit-Centred Learning in the Inuit Bachelor of Education Program |
title_full_unstemmed |
Inuit-Centred Learning in the Inuit Bachelor of Education Program |
title_sort |
inuit-centred learning in the inuit bachelor of education program |
publisher |
Centre interuniversitaire d’études et de recherches autochtones (CIÉRA) |
publishDate |
2016 |
url |
http://id.erudit.org/iderudit/1055433ar https://doi.org/10.7202/1055433ar |
geographic |
Newfoundland |
geographic_facet |
Newfoundland |
genre |
Études/Inuit/Studies inuit Terre-Neuve University of Newfoundland |
genre_facet |
Études/Inuit/Studies inuit Terre-Neuve University of Newfoundland |
op_relation |
Études Inuit Studies vol. 40 no. 2 (2016) http://id.erudit.org/iderudit/1055433ar doi:10.7202/1055433ar |
op_rights |
Tous droits réservés © La revue Études Inuit Studies, 2019 |
op_doi |
https://doi.org/10.7202/1055433ar |
container_title |
Études Inuit Studies |
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40 |
container_issue |
2 |
container_start_page |
93 |
op_container_end_page |
107 |
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