Reconciliation, resilience and resistance in Inuit teacher's professional development and practices
In February 2017, 26 Inuit educators gathered in Nain, Nunatsiavut for the Inuit Education Forum. Teachers from each of the four Inuit regions in Canada were invited to share their experiences on education in Inuit Nunangat with the goal of identifying barriers and promising practices occurring with...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Aberdeen, School of Education
2018-08-01
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| Series: | Education in the North |
| Subjects: | |
| Online Access: | https://www.abdn.ac.uk/education/research/eitn/journal/547 |
| _version_ | 1818972961277739008 |
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| author | Kathy Snow Shelley Tulloch Heather Ochalski Melanie O'Gorman |
| author_facet | Kathy Snow Shelley Tulloch Heather Ochalski Melanie O'Gorman |
| author_sort | Kathy Snow |
| collection | DOAJ |
| description | In February 2017, 26 Inuit educators gathered in Nain, Nunatsiavut for the Inuit Education Forum. Teachers from each of the four Inuit regions in Canada were invited to share their experiences on education in Inuit Nunangat with the goal of identifying barriers and promising practices occurring within their communities. One of the key themes arising from these conversations was the ongoing need for Inuit teacher support and development in schools. Training and retaining Inuit teachers is problematic in Canada, while research tells us that both of these factors are key to student success. Some key challenges impacting resilience for teachers identified by the Inuit Education Forum participants were: organization of learning and leadership, prioritization of Inuit language and culture in schools, and negotiations of teachers’ isolation and autonomy. These challenges and the solutions offered by participants are discussed in the Canadian historical context implications for teacher training and professional development in Inuit Nunangat are highlighted. |
| first_indexed | 2024-12-20T15:16:35Z |
| format | Article |
| id | doaj.art-100beadebef54b18a33d283bd46a0ded |
| institution | Directory Open Access Journal |
| issn | 0424-5512 2398-0184 |
| language | English |
| last_indexed | 2024-12-20T15:16:35Z |
| publishDate | 2018-08-01 |
| publisher | University of Aberdeen, School of Education |
| record_format | Article |
| series | Education in the North |
| spelling | doaj.art-100beadebef54b18a33d283bd46a0ded2022-12-21T19:36:09ZengUniversity of Aberdeen, School of EducationEducation in the North0424-55122398-01842018-08-01251-210813410.26203/zm8m-wa24Reconciliation, resilience and resistance in Inuit teacher's professional development and practices Kathy Snow0Shelley Tulloch1Heather Ochalski2Melanie O'Gorman3Cape Breton UniversityUniverity of WinnipegIunit Tapariit KannitamiUniversity of WinnipegIn February 2017, 26 Inuit educators gathered in Nain, Nunatsiavut for the Inuit Education Forum. Teachers from each of the four Inuit regions in Canada were invited to share their experiences on education in Inuit Nunangat with the goal of identifying barriers and promising practices occurring within their communities. One of the key themes arising from these conversations was the ongoing need for Inuit teacher support and development in schools. Training and retaining Inuit teachers is problematic in Canada, while research tells us that both of these factors are key to student success. Some key challenges impacting resilience for teachers identified by the Inuit Education Forum participants were: organization of learning and leadership, prioritization of Inuit language and culture in schools, and negotiations of teachers’ isolation and autonomy. These challenges and the solutions offered by participants are discussed in the Canadian historical context implications for teacher training and professional development in Inuit Nunangat are highlighted.https://www.abdn.ac.uk/education/research/eitn/journal/547teacher educationdecolonisingcritical pedagogycurriculum change |
| spellingShingle | Kathy Snow Shelley Tulloch Heather Ochalski Melanie O'Gorman Reconciliation, resilience and resistance in Inuit teacher's professional development and practices Education in the North teacher education decolonising critical pedagogy curriculum change |
| title | Reconciliation, resilience and resistance in Inuit teacher's professional development and practices |
| title_full | Reconciliation, resilience and resistance in Inuit teacher's professional development and practices |
| title_fullStr | Reconciliation, resilience and resistance in Inuit teacher's professional development and practices |
| title_full_unstemmed | Reconciliation, resilience and resistance in Inuit teacher's professional development and practices |
| title_short | Reconciliation, resilience and resistance in Inuit teacher's professional development and practices |
| title_sort | reconciliation resilience and resistance in inuit teacher s professional development and practices |
| topic | teacher education decolonising critical pedagogy curriculum change |
| url | https://www.abdn.ac.uk/education/research/eitn/journal/547 |
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