| Summary: | <p>The study examines a Nunavut teacher's view of the advantages and challenges to
integrating <i>Inuuqatigiit</i> : <i>The Curriculum from the Inuit Perspective</i> into a junior high
school science classroom. Student views were gathered to triangulate the teacher's view.
This case study of integration drew on evidence from semi-structured interviews, talking
circles and classroom observations, over a four month period.</p>
<p>The research showed that while there are many challenges to incorporating
<i>Inuuqatigiit</i> into a junior high school science classroom, there are many benefits. The
teacher participant, Kublu (pseudonym), identified the following advantages: (1) the
inclusion of familiar (local) contexts for students to learn science in, (2) the contextual
base for the teacher to understand the students, (3) an increase in student self-esteem, (4)
the identification of students as valued holders of knowledge, (5) increased value and
pride in Inuinnaqtun, and (6) the teacher's personal growth in learning about another
culture. Challenges to incorporating <i>Inuuqatigiit</i> included: (1) interrupted time allotments
for classes and courses, (2) additional planning time, (3) provincial exams, and (4)
insufficient administrative support. General challenges to teaching Inuit children affected
the success of integration as well: (1) students' loss of language and cultural identity, (2)
poor student attendance, (3) wide ranging academic levels within the classroom, and (4)
the lack of basic physiological needs for some students. For Kublu the advantages
outweighed the challenges, sufficiently for her to invest time and energy at integrating
<i>Inuuqatigiit</i> into her future science courses.</p>
<p>The following potential avenues for future research were identified: (1) the development
of a consensus on what <i>Inuuqatigiit</i> integration looks like in a "science classroom," (2)
the direction of <i>Inuuqatigiit</i> integration, (3) the success rates of students who are taught
using <i>Inuuqatigiit</i> within their education system, (4) the students' perceptions of
<i>Inuuqatigiit</i>, (5) the effects of the community language' usage and <i>Inuuqatigiit</i> integration,
and (6) the role that age of the student plays in <i>Inuuqatigiit</i> integration.</p>
|
|---|
