Culturally relevant pedagogy in Nunavik
LE3 .A278 2017
Aylward, M. Lynn
Master of Education
An Inuit worldview challenges schooling that requires students to sacrifice their cultural identity in the name of academic success. Through a critical Indigenous research methodology, using case study design, data were generated from conversations with educational leaders and teachers from a school community in Nunavik, Quebec. Data was analyzed through the lens of culturally relevant pedagogy and its criteria that students must have academic success, develop and maintain their cultural competence and possess critical consciousness. In support of education defined by Inuit for Inuit in Nunavik, this study explored how educators are working towards a critically active and ideological position that schooling be centered in Inuit knowledge and ways of knowing. Proposals are made for and to educational leaders to work from an ideological commitment to culture based schooling, and for all educators to employ critical constructivist pedagogies that simultaneously cultivate academic skills, including cultural skills, and a critical consciousness in order to produce an equitable, effective education system in Nunavik.
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