A phenomenological study of the elementary school experiences of Inuit children who choose to remain in school and graduate

• Main Author: Strutynski, John Joseph Michael
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 2013
• Subjects: Nunavut; inuit
• Online Access: https://research.library.mun.ca/11486/; https://research.library.mun.ca/11486/1/Strutynski_John.pdf

Six participants were interviewed in this phenomenological research study in order to hear their stories of their elementary school experiences that encouraged them to remain in school and graduate. These participants were carefully chosen based on a set criteria they all had in common including, but not limited to, being of Inuit heritage, being first language lnuktitut speakers, having lived their entire lives and received their education from kindergarten to grade 12 in the same Inuit community, and having successfully completed or nearly completed high school. Data was collected in two interviews with each individual participant. Interviews were carefully managed to keep any personal bias of the researcher from being revealed. The nature of these interviews was a form of guided conversation, eliciting participants' past educational experiences rather than following a direct question/answer approach. Once data from interviews was collected, it was analyzed and categorized into six broad themes: Relationships with Significant Adults, Relationships with Peers and Socialization, Recognizing Inuit Culture in School, Feeling Valued/Self Esteem, Safe and Welcoming Schools, and Having Future Goals and Aspirations. The information gathered in this study confirms that in Nunavut, Inuit students have the same basic needs and require the same support in school to be successful in life, as do their southern counterparts. Suggestions to inform and improve education in Nunavut are designed to reflect the Inuit perspective and worldview.