The settlement of the Nunavut land claim in 1993 followed closely by the enactment of the Nunavut territorial legislation in 1999 were significant historical events for all aboriginal peoples in Canada. The newly formed public government made a commitment to have Inuit traditional knowledge, language, and culture as the foundation of "all we do". This commitment provides the starting point for the present study, which explores how the role of Inuit language and culture is constructed within the curricula and practices of Nunavut schooling. Data were generated from dialogue with Nunavut teachers and with authors of the Inuuqatigiit curriculum. In order to interpret the interview texts, a discourse analysis was undertaken using James Gee's ideas of situated meanings, cultural models, and discourses at work within them in relation to the Nunavut schooling context. This analysis was informed by a critical review of government and academic texts related to northern education policy.
| Identifer | oai:union.ndltd.org:ADTP/201898 |
| Date | January 2006 |
| Creators | Aylward, Marie Lynn |
| Source Sets | Australiasian Digital Theses Program |
| Language | EN-AUS |
| Detected Language | English |
| Rights | Copyright Marie Lynn Aylward 2006 |
Page generated in 0.0017 seconds