Knowledge Building in an Aboriginal Context
Abstract The report on the Royal Commission on Aboriginal Peoples (1996), the Kelowna Accord announced in 2005 (five-billion dollars) followed by its demise in 2006, and the settlement in 2006 for Aboriginal survivors of residential schools (1.9 billion dollars), are but some of the recent high-prof...
Published in: | Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
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The Canadian Network for Innovation in Education (CNIE)
2009
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Online Access: | https://doi.org/10.21432/T2GK53 https://doaj.org/article/8d8df4f37af541d38943ac7caecbd920 |
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fttriple:oai:gotriple.eu:oai:doaj.org/article:8d8df4f37af541d38943ac7caecbd920 2023-05-15T15:35:36+02:00 Knowledge Building in an Aboriginal Context Alexander McAuley 2009-09-01 https://doi.org/10.21432/T2GK53 https://doaj.org/article/8d8df4f37af541d38943ac7caecbd920 en fr eng fre The Canadian Network for Innovation in Education (CNIE) 1499-6677 1499-6685 doi:10.21432/T2GK53 https://doaj.org/article/8d8df4f37af541d38943ac7caecbd920 undefined Canadian Journal of Learning and Technology, Vol 35, Iss 1 (2009) scipo hisphilso Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2009 fttriple https://doi.org/10.21432/T2GK53 2023-01-22T17:49:17Z Abstract The report on the Royal Commission on Aboriginal Peoples (1996), the Kelowna Accord announced in 2005 (five-billion dollars) followed by its demise in 2006, and the settlement in 2006 for Aboriginal survivors of residential schools (1.9 billion dollars), are but some of the recent high-profile indicators of the challenges to Canada in dealing with the 500-year history of European contact with North America’s original inhabitants. While not without its challenges, the creation of Nunavut in 1999 stands apart from this history as a landmark for Inuit self-determination in Canada and a beacon of hope for other Aboriginal peoples. Building on the idea that educational change takes place within the intersecting socio-cultural contexts of the school and the larger world around it, and drawing on data from an eight-year series of design experiments in classrooms in the Baffin (now Qikiqtani) region of Nunavut, this paper explores the potential of knowledge building and knowledge-building technologies to support powerful bilingual (Inuktitut/English) and bicultural learning experiences for Aboriginal students. Résumé : Le rapport de la Commission royale sur les peuples autochtones (1996), l’Accord de Kelowna annoncé en 2005 (cinq milliards de dollars), suivi de son annulation en 2006, de même que le règlement de 2006 visant à indemniser les victimes de sévices infligés dans les pensionnats indiens (1,9 milliard de dollars), ne sont que quelques-uns des événements marquants récents qui témoignent des défis que le Canada doit relever en ce qui a trait à son histoire de 500 ans de contact entre les Européens et les Premières nations d’Amérique du Nord. Bien qu’elle ait comporté sa part de défis, la création du Nunavut en 1999 se démarque dans le cours de l’histoire en tant que point de repère pour l’autodétermination des Inuits au Canada et représente une lueur d’espoir pour les autres nations autochtones. S’appuyant sur l’idée que le changement en éducation se produit à l’intersection des contextes socioculturels ... Article in Journal/Newspaper Baffin inuit inuits inuktitut Nunavut Premières Nations Unknown Nunavut Canada Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 35 1 |
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scipo hisphilso Alexander McAuley Knowledge Building in an Aboriginal Context |
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Abstract The report on the Royal Commission on Aboriginal Peoples (1996), the Kelowna Accord announced in 2005 (five-billion dollars) followed by its demise in 2006, and the settlement in 2006 for Aboriginal survivors of residential schools (1.9 billion dollars), are but some of the recent high-profile indicators of the challenges to Canada in dealing with the 500-year history of European contact with North America’s original inhabitants. While not without its challenges, the creation of Nunavut in 1999 stands apart from this history as a landmark for Inuit self-determination in Canada and a beacon of hope for other Aboriginal peoples. Building on the idea that educational change takes place within the intersecting socio-cultural contexts of the school and the larger world around it, and drawing on data from an eight-year series of design experiments in classrooms in the Baffin (now Qikiqtani) region of Nunavut, this paper explores the potential of knowledge building and knowledge-building technologies to support powerful bilingual (Inuktitut/English) and bicultural learning experiences for Aboriginal students. Résumé : Le rapport de la Commission royale sur les peuples autochtones (1996), l’Accord de Kelowna annoncé en 2005 (cinq milliards de dollars), suivi de son annulation en 2006, de même que le règlement de 2006 visant à indemniser les victimes de sévices infligés dans les pensionnats indiens (1,9 milliard de dollars), ne sont que quelques-uns des événements marquants récents qui témoignent des défis que le Canada doit relever en ce qui a trait à son histoire de 500 ans de contact entre les Européens et les Premières nations d’Amérique du Nord. Bien qu’elle ait comporté sa part de défis, la création du Nunavut en 1999 se démarque dans le cours de l’histoire en tant que point de repère pour l’autodétermination des Inuits au Canada et représente une lueur d’espoir pour les autres nations autochtones. S’appuyant sur l’idée que le changement en éducation se produit à l’intersection des contextes socioculturels ... |
format |
Article in Journal/Newspaper |
author |
Alexander McAuley |
author_facet |
Alexander McAuley |
author_sort |
Alexander McAuley |
title |
Knowledge Building in an Aboriginal Context |
title_short |
Knowledge Building in an Aboriginal Context |
title_full |
Knowledge Building in an Aboriginal Context |
title_fullStr |
Knowledge Building in an Aboriginal Context |
title_full_unstemmed |
Knowledge Building in an Aboriginal Context |
title_sort |
knowledge building in an aboriginal context |
publisher |
The Canadian Network for Innovation in Education (CNIE) |
publishDate |
2009 |
url |
https://doi.org/10.21432/T2GK53 https://doaj.org/article/8d8df4f37af541d38943ac7caecbd920 |
geographic |
Nunavut Canada |
geographic_facet |
Nunavut Canada |
genre |
Baffin inuit inuits inuktitut Nunavut Premières Nations |
genre_facet |
Baffin inuit inuits inuktitut Nunavut Premières Nations |
op_source |
Canadian Journal of Learning and Technology, Vol 35, Iss 1 (2009) |
op_relation |
1499-6677 1499-6685 doi:10.21432/T2GK53 https://doaj.org/article/8d8df4f37af541d38943ac7caecbd920 |
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undefined |
op_doi |
https://doi.org/10.21432/T2GK53 |
container_title |
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
container_volume |
35 |
container_issue |
1 |
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