A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom
<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...
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ndltd-USASK-oai-usask.ca-etd-06262012-1101502013-01-08T16:35:28Z A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom DeMerchant, Richard V. <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> Aikenhead, Glen Flynn, Mark McVittie, Janet Ryan, Alan University of Saskatchewan 2012-06-26 text application/pdf http://library.usask.ca/theses/available/etd-06262012-110150/ http://library.usask.ca/theses/available/etd-06262012-110150/ en unrestricted I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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<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> |
author2 |
Aikenhead, Glen |
author_facet |
Aikenhead, Glen DeMerchant, Richard V. |
author |
DeMerchant, Richard V. |
spellingShingle |
DeMerchant, Richard V. A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
author_sort |
DeMerchant, Richard V. |
title |
A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
title_short |
A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
title_full |
A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
title_fullStr |
A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
title_full_unstemmed |
A case study of integrating <i>Inuuqatigiit</i> into a Nunavut junior high school classroom |
title_sort |
case study of integrating <i>inuuqatigiit</i> into a nunavut junior high school classroom |
publisher |
University of Saskatchewan |
publishDate |
2012 |
url |
http://library.usask.ca/theses/available/etd-06262012-110150/ |
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