Abstracts
Abstract
Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts.
Résumé
Depuis 1985, des développeurs, des éducateurs et desaînés du Nunavut travaillent à la refonte desconcepts des programmes et ce, afin de mieux répondre aux forceset besoins des élèves inuit. Ils veulent égalementrefléter, préserver et redonner vie à la vision dumonde, à la langue et à la culture inuit. Cet articleexplique le développement du programme d’étudesPiniaqtavut (1989), du programme Inuuqatigiit: Un programmed’études à partir d’une perspective inuit(1996) et du document fondateur Inuit Qaujimajatuqangit: le cadred’éducation pour le curriculum du Nunavut (2007). Par lasuite, l’auteur décrit les principes descompétences transversales et les philosophies del’éducation au Nunavut. Elle identifie les facteurs ayantle plus contribué à ce processus de transformation desprogrammes dans l’ensemble du système. L’objectifest d’à la fois décrire l’approchepréconisée au Nunavut et de présenter des travauxcomparables, réalisés dans d’autres contextesautochtones.
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Acknowledgements
Thanks to Jo-ann Archibald, Michael Marker and Penney Clark for feedback on an earlier drafts of this work, and to Teresa Strong-Wilson and the MJE reviewers who provided suggestions in the final stages of editing. I would also like to acknowledge the support of the Social Sciences and Humanities Research Council of Canada.
Biographical note
HEATHER E. McGREGOR is a PhD student affiliated with the Centre for the Study of Historical Consciousness in the Faculty of Education, University of British Columbia. She has lived in the NWT and Nunavut and continues to work there. Heather’s primary research interests are Nunavut’s educational history including curriculum, pedagogy and policy, residential schools history, social studies curriculum, and decolonization.
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Appendices
Note biographique
HEATHER E. McGREGOR est une doctorante affiliée au Centre for the Study of Historical Consciousness de la faculté des sciences de l’éducation de l’Université de la Colombie-Britannique. Elle a demeuré aux Territoires du Nord-Ouest et au Nunavut et y travaille encore. Les principaux intérêts de recherche d’Heather sont l’histoire de l’éducation au Nunavut incluant les programmes, la pédagogie et les politiques, l’histoire des pensionnats amérindiens, les programmes de sciences sociales et la décolonisation.