Inuit Voices on Quality Education in Nunavut: Policy Implications

Autor/in	Fredua-Kwarteng, Eric
Titel	Inuit Voices on Quality Education in Nunavut: Policy Implications
Quelle	In: International Journal of Educational Methodology, 2 (2016) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Canada Natives; Foreign Countries; Educational Quality; Social Influences; Cultural Influences; Interviews; Documentation; Community Attitudes; Graduation Rate; Dropout Rate; High School Students; Educational Improvement; Community Involvement; School Community Relationship; Parent School Relationship; Culturally Relevant Education; Discipline; History; Language Usage; Indigenous Knowledge; Qualitative Research + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Sozialer Einfluss; Cultural influence; Kultureinfluss; Interviewing; Interviewtechnik; Dokumentation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching improvement; Unterrichtsentwicklung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Disziplin; Geschichte; Geschichtsdarstellung; Sprachgebrauch; Qualitative Forschung
Abstract	This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01