Opening spaces for learning and teaching through community-based teacher education
Following Nunatsiavut land claims on the Northeast Atlantic coast in Canada, Memorial University and the Nunatsiavut Government partnered to offer a community-based, Inuit-specific Bachelor of Education (IBED). This program was developed to lay a foundation for Inuit-governed schools. In the context...
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University of Aberdeen
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ftunivwinnipeg:oai:winnspace.uwinnipeg.ca:10680/1710 2023-05-15T15:22:37+02:00 Opening spaces for learning and teaching through community-based teacher education Tulloch, Shelley Moore, Sylvia 2018-12-21 application/pdf http://hdl.handle.net/10680/1710 en eng University of Aberdeen Tulloch, Shelley, & Moore, Sylvia. "Opening spaces for learning and teaching through community-based teacher education." Education in the North 25(3) (2018): 73-88. 2398-0184 http://hdl.handle.net/10680/1710 info:eu-repo/semantics/openAccess Indigenous education Inuit Nunatsiavut Community-based education Culturally-relevant schooling Article 2018 ftunivwinnipeg 2023-01-12T15:41:43Z Following Nunatsiavut land claims on the Northeast Atlantic coast in Canada, Memorial University and the Nunatsiavut Government partnered to offer a community-based, Inuit-specific Bachelor of Education (IBED). This program was developed to lay a foundation for Inuit-governed schools. In the context of a broader research project on the development and mobilization of Inuit educational leaders in northern Canada, we listened to the stories of Inuit pre-service teachers, instructors, and administrators who contributed to the first IBED program. Analysis of their narratives shows how the physical location of the program opened learning spaces for Inuit students who were unwilling or unable to study outside their home region. We also discuss how program developers and instructors interpreted “community-based” to include anchoring learning in community relationships with each other and with local knowledge holders, as well as learning in and from the natural environment. Inuit and non-Inuit instructors modelled the incorporation of Inuit language, knowledges, culture, and pedagogies across the curriculum. We suggest that these processes opened ideological spaces which enhanced student engagement and retention and prepared the pre-service teachers to be agents of change in Inuit schools. "We gratefully acknowledge research funding by ArcticNet Centre for Research Excellence." https://www.abdn.ac.uk/eitn/journal/568/ Article in Journal/Newspaper ArcticNet inuit Northeast Atlantic The University of Winnipeg: WinnSpace Repository Canada |
institution |
Open Polar |
collection |
The University of Winnipeg: WinnSpace Repository |
op_collection_id |
ftunivwinnipeg |
language |
English |
topic |
Indigenous education Inuit Nunatsiavut Community-based education Culturally-relevant schooling |
spellingShingle |
Indigenous education Inuit Nunatsiavut Community-based education Culturally-relevant schooling Tulloch, Shelley Moore, Sylvia Opening spaces for learning and teaching through community-based teacher education |
topic_facet |
Indigenous education Inuit Nunatsiavut Community-based education Culturally-relevant schooling |
description |
Following Nunatsiavut land claims on the Northeast Atlantic coast in Canada, Memorial University and the Nunatsiavut Government partnered to offer a community-based, Inuit-specific Bachelor of Education (IBED). This program was developed to lay a foundation for Inuit-governed schools. In the context of a broader research project on the development and mobilization of Inuit educational leaders in northern Canada, we listened to the stories of Inuit pre-service teachers, instructors, and administrators who contributed to the first IBED program. Analysis of their narratives shows how the physical location of the program opened learning spaces for Inuit students who were unwilling or unable to study outside their home region. We also discuss how program developers and instructors interpreted “community-based” to include anchoring learning in community relationships with each other and with local knowledge holders, as well as learning in and from the natural environment. Inuit and non-Inuit instructors modelled the incorporation of Inuit language, knowledges, culture, and pedagogies across the curriculum. We suggest that these processes opened ideological spaces which enhanced student engagement and retention and prepared the pre-service teachers to be agents of change in Inuit schools. "We gratefully acknowledge research funding by ArcticNet Centre for Research Excellence." https://www.abdn.ac.uk/eitn/journal/568/ |
format |
Article in Journal/Newspaper |
author |
Tulloch, Shelley Moore, Sylvia |
author_facet |
Tulloch, Shelley Moore, Sylvia |
author_sort |
Tulloch, Shelley |
title |
Opening spaces for learning and teaching through community-based teacher education |
title_short |
Opening spaces for learning and teaching through community-based teacher education |
title_full |
Opening spaces for learning and teaching through community-based teacher education |
title_fullStr |
Opening spaces for learning and teaching through community-based teacher education |
title_full_unstemmed |
Opening spaces for learning and teaching through community-based teacher education |
title_sort |
opening spaces for learning and teaching through community-based teacher education |
publisher |
University of Aberdeen |
publishDate |
2018 |
url |
http://hdl.handle.net/10680/1710 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
ArcticNet inuit Northeast Atlantic |
genre_facet |
ArcticNet inuit Northeast Atlantic |
op_relation |
Tulloch, Shelley, & Moore, Sylvia. "Opening spaces for learning and teaching through community-based teacher education." Education in the North 25(3) (2018): 73-88. 2398-0184 http://hdl.handle.net/10680/1710 |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1766353267744309248 |