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Morning Watch: Educational and Social Analysis
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  This is an Open Access Journal Open Access journal
ISSN (Online) 0384-5028
Published by Memorial University of Newfoundland Homepage  [2 journals]
  • Introduction and Project Background

    • Authors: Kirk Anderson, Kathy Snow
      Abstract: Initially, this special edition of The Morning Watch was developed to share the results of this research into four case studies within Inuit Nunangat. As such, the writing reflects a research project focused on four schools and communities in Northern Canada: Nunatsiavut, Nunavik, Nunavut, and the Northwest Territories. The research in these four regions responds some gaps in current literature related to Inuit education. As time has moved on, additional writers and materials have been added to round out the journal discussion to better share a Pan-Arctic view of both teacher development for the North as well as Indigeneity within the Arctic region.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Authors

    • Authors: Kirk Anderson, Kathy Snow
      Abstract: List of contributing authors.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Exploring Shared Practices and Lessons Learned from Circumpolar
           Culturally-Relevant Teacher Training (CRTT

    • Authors: Craig Peters
      Abstract: There has been a decline in language use because of a history of colonization and assimilation. This trend shows the need for restoring Indigenous language and culture through teacher education. Several authors have claimed that incorporating Indigenous ways of knowing into schools is the first step towards decolonization of education and self-determination. Norway and Canada, particularly in the context of Sami and Inuit peoples, are ideal to be used as case studies that can facilitate the shared challenges and lessons learned for implementing from Circumpolar Culturally-Relevant Teacher Training (CRTT) in Circumpolar Indigenous cultures. The author concludes this paper with recommendations to implement CRTT and provides justifications to enable self-determination of Indigenous education.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Measures of Success in the Nunavut Education System: Habkut or Unaaq

    • Authors: Jennifer Godfrey Anderson
      Abstract: Nunavut’s education system and supporting structure has been evolving since the signing of the Land Claim Agreement with the federal government in 1993. Historically, as part of the Northwest Territories, curriculum and evaluation in the Nunavut region was purchased from Alberta Education and this practice continues today. While the development of a local curriculum is ongoing, Alberta Provincial diploma exams are currently the only performance measure for the Nunavut education system and the English Language Arts diploma exam is the only exam used as a graduation requirement. This chapter will contextualize the use of these exams as performance indicators for the Nunavut education system within a view of educational success developed in Nunavut.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • How Do You Double the Number of High School Graduates' A Snapshot of
           Schooling in Tuktoyaktuk, NWT

    • Authors: Melanie O'Gorman, Holly Carpenter
      Abstract: Mangilaluk School in Tuktoyaktuk has seen large increases in the number of graduates over the last 10 years. This article describes the factors that are thought to be behind this achievement, according to Tuktoyaktuk residents themselves in May 2019. In this community, on the edge of the Beaufort Sea, school competes with traditional activities throughout the year and the legacy of residential schools is still strong. Despite these challenges, a range of efforts are drawing youth to school and causing them to thrive in school. This article will describe such efforts and the areas where such efforts can be complemented by increased resources.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Diverse Contexts Within an Inuit School Setting—Schooling in Nunavik

    • Authors: Kirk Anderson
      Abstract: This is a qualitative case study of one school in one of the 14 communities of Nunavik. Nunavik is an Inuit Nunangat region located at the Northern tip of Quebec. Nunavik is also bounded by Hudson Bay to the west, Nunavut to the north, and Nunatsiavut (Newfoundland and Labrador) to the east. As is the case across the Canadian North and more specifically Inuit Nunangat, schools are responding to the challenges faced by their students and communities in a variety of ways to promote success. The case study shares the context of one of the 14 Nunavik communities and outlines success factors of the school, the determinants of success for students, and highlight many important links between the school and the community in support of culture and language. In this case the promotion of the Inuit language is a strong element in their success, Unique to this case while English language influence is quite high, this is modified by the additional influence of French language.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • It Takes a Community to Educate a Child: A Makkovik Case Study

    • Authors: Sylvia Moore, Jodie Lane, Roxanne Nochasak
      Abstract: This study was part of a larger research project examining education success across the Inuit regions of Canada. This case study highlights the insights of students, educators, and parents in considering the factors contributing to the high rate of school graduation and continuation to post-secondary education and training in the community of Makkovik, Labrador. There is additional funding for academic support and cultural programming in the K–12 school, and financial and non-financial support for post-secondary students, as well as those participating in labour market training and business development. Education success in Makkovik can be characterized by a “culture of education” where school attendance is expected, learning supports are provided, and academic success is celebrated.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Ilisaijinngulauqtut (They became teachers): A Discussion of Inuit Teacher
           Education Opportunities Within Inuit Nunangat

    • Authors: Pauline Copland, Holly Carpenter, Jodi Lyall, Nancy Etok, Kathy Snow, Ruth Kane
      Abstract: Initial teacher education in Canada involves both education and certification. While teaching is designed by post-secondary institutions, certification falls under the jurisdiction of provinces and territories. Within Inuit Nunangat the intersection of both is guided by land claims agreements, which vary across the region. We establish a baseline for ongoing discussions of Inuit teacher education opportunities for growth. We also adopt Inuit Qaujimajatuqangit (IQ) as a framework for unifying discussions across the regions, and through this, highlight innovations in teacher education within each of the regions in relation to the history of program development and student experience. In addition, regionally specific challenges with teacher education alongside shared challenges impacting recruitment, retention, and professional progression of teachers are discussed. Finally in our concluding thoughts, we explore the tensions between intentions and realities of becoming teacher for Inuit who wish to compete their initial teacher education at home.
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
  • Looking Back and Looking Forward

    • Authors: Kathy Snow, Kirk Anderson
      Abstract: Many of us began our study of educational administration seeking to reflect an objective reality to support equity, as such we sought to examine leadership and decision-making processes that were “neutral and objective.” Critiquing the objectivist reality, Greenfield (1986) described this ensconced approach to educational administration as a process “…whose experts claim that an objective view of the social, world enables them to conduct value-free inquiry. They claim to possess knowledge that enables them to control organizations and to improve them” (p. 47). Outlining what he believed to be the fallacy of neutral objectivity within educational administration he further argued that “…such large claims appear increasingly unsound, for the science that justifies them rests on methods and assumptions that dismiss the central realities of administration as irrelevant. Those realities are values in human action. If administrative science deals with them at all, it does so only in a weakened or spuriously objective form” (p. 47). This ontological approach was supported by the epistemological view of an “objective truth” wherein we are free from “… the anxiety of decision making and remove the administrator’s sense of responsibility for his decisions” (p. 57).
      PubDate: 2022-06-29
      Issue No: Vol. 48 (2022)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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