Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013
In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded on Inuit Qaujimajatuqangit (IQ) and supported bilingualism. We describe ho...
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Online Access: | http://id.erudit.org/iderudit/1055434ar https://doi.org/10.7202/1055434ar |
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fterudit:oai:erudit.org:1055434ar 2023-05-15T16:08:12+02:00 Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 McGregor, Heather E. McGregor, Catherine A. 2016 http://id.erudit.org/iderudit/1055434ar https://doi.org/10.7202/1055434ar 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/1055434ar doi:10.7202/1055434ar Tous droits réservés © La revue Études Inuit Studies, 2019 text 2016 fterudit https://doi.org/10.7202/1055434ar 2022-09-24T23:17:55Z In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded on Inuit Qaujimajatuqangit (IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts. Dans cet article, nous examinons le contenu des programmes scolaires au Nunavut entre 2000 et 2013. Durant cette période, le gouvernement du Nunavut s’était donné pour mandat de s’assurer que tous les programmes, de la maternelle à la douzième année, seraient basés sur l’Inuit Qaujimajatuqangit (IQ) et qu’ils favoriseraient le bilinguisme. Nous décrivons comment la Direction des services des programmes scolaires du Département de l’éducation a entrepris d’assumer ses responsabilités au moyen d’une façon unique d’élaborer les processus et les produits des programmes. Nous concluons en soulignant les opportunités et les difficultés que l’on rencontre dans la création de programmes, de ressources d’enseignement et de matériel d’apprentissage centrés sur les savoirs, les langues et les contextes inuit. Text Études/Inuit/Studies inuit Nunavut Érudit.org (Université Montréal) Nunavut Études Inuit Studies 40 2 109 131 |
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In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded on Inuit Qaujimajatuqangit (IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts. Dans cet article, nous examinons le contenu des programmes scolaires au Nunavut entre 2000 et 2013. Durant cette période, le gouvernement du Nunavut s’était donné pour mandat de s’assurer que tous les programmes, de la maternelle à la douzième année, seraient basés sur l’Inuit Qaujimajatuqangit (IQ) et qu’ils favoriseraient le bilinguisme. Nous décrivons comment la Direction des services des programmes scolaires du Département de l’éducation a entrepris d’assumer ses responsabilités au moyen d’une façon unique d’élaborer les processus et les produits des programmes. Nous concluons en soulignant les opportunités et les difficultés que l’on rencontre dans la création de programmes, de ressources d’enseignement et de matériel d’apprentissage centrés sur les savoirs, les langues et les contextes inuit. |
format |
Text |
author |
McGregor, Heather E. McGregor, Catherine A. |
spellingShingle |
McGregor, Heather E. McGregor, Catherine A. Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
author_facet |
McGregor, Heather E. McGregor, Catherine A. |
author_sort |
McGregor, Heather E. |
title |
Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
title_short |
Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
title_full |
Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
title_fullStr |
Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
title_full_unstemmed |
Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013 |
title_sort |
behind the scenes of inuit curriculum development in nunavut, 2000–2013 |
publisher |
Centre interuniversitaire d’études et de recherches autochtones (CIÉRA) |
publishDate |
2016 |
url |
http://id.erudit.org/iderudit/1055434ar https://doi.org/10.7202/1055434ar |
geographic |
Nunavut |
geographic_facet |
Nunavut |
genre |
Études/Inuit/Studies inuit Nunavut |
genre_facet |
Études/Inuit/Studies inuit Nunavut |
op_relation |
Études Inuit Studies vol. 40 no. 2 (2016) http://id.erudit.org/iderudit/1055434ar doi:10.7202/1055434ar |
op_rights |
Tous droits réservés © La revue Études Inuit Studies, 2019 |
op_doi |
https://doi.org/10.7202/1055434ar |
container_title |
Études Inuit Studies |
container_volume |
40 |
container_issue |
2 |
container_start_page |
109 |
op_container_end_page |
131 |
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1766404248559419392 |