Open AccessJournal Article
The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education
TLDR
This article provided a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in NunAVut schooling.Citations
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Arctic Human Development Report. Regional Processes and Global Linkages.
Joan Nymand Larsen,Gail Fondahl +1 more
TL;DR: The second volume of the Arctic Human Development Report: Regional Processes and Global Linkages as mentioned in this paper provides an update to the first AHDR (2004) in terms of an assessment of the state of Arctic human development; highlight the major trends and changes unfolding related to the various issues and thematic areas of human development in the Arctic over the past decade; and, based on this assessment, to identify policy relevant conclusions and key gaps in knowledge, new and emerging Arctic success stories.
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English medium instruction and examining in Zanzibar: Ambitions, Pipe Dreams and Realities
PM Rea-Dickins,Guoxing Yu +1 more
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Situating Nunavut Education with Indigenous Education in Canada.
TL;DR: The authors provides an entry point for considering how Nunavut can be better understood and situated with scholarship on Indigenous education in Canada, and four areas of common struggle are proposed for further consideration.
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Canada’s Big Chill
Jessica Ball,Onowa McIvor +1 more
TL;DR: In this article, the authors discuss the importance of miciminam and micikisicik in the context of micinam-micikis and micinkis.
Book Chapter
Canada’s big chill: Indigenous Languages in Education
Jessica Ball,Onowa McIvor +1 more
Abstract: wihtaskamihk kîkâc kahkiyaw nîhîyaw pîkiskwîwina î namatîpayiwa wiya môniyâw onîkânîwak kayâs kâkiy sihcikîcik ka nakinahkwâw nîhiyaw osihcikîwina. atawiya anohc kanâta askiy kâpimipayihtâcik î tipahamok nîhiyaw awâsisak kakisinâmâkosicik mîna apisis î tipahamok mîna ta kakwiy miciminamâ nîhiyawîwin. namoya mâka mitoni tapwîy kontayiwâk î nîsohkamâkawinaw ka miciminamâ nipîkiskwîwinân. pako kwayas ka sihcikiy kîspin tâpwiy kâ kakwiy miciminamâ nîhîyawîwin îkwa tapwiy kwayas ka kiskinâhamowâyâ kicowâsim’sinân. ôma masinayikanis îwihcikâtîw tânihki kîkâc kâ namatîpayicik nipîkiskwîwinân îkwa takahki sihcikîwina mîna misowiy kâ apicihtâcik ka pasikwînahkwâw nîhiyawîwin nanântawisi. (Translated into Nîhîyawîwin (Northern Cree) [crk], a language of Canada, by Art Napoleon) Canada’s Indigenous languages are at risk of extinction because of government policies that have actively opposed or neglected them. A few positive steps by government include investments in Aboriginal Head Start, a culturally based early childhood program, as well as a federal Aboriginal Languages Initiative. Overall, however, government and public schools have yet to demonstrate serious support for Indigenous language revitalization. Language-in-education policies must address the historically and legislatively created needs of Indigenous Peoples to increase the number of Indigenous language speakers and honor the right of Indigenous children to be educated in their language and according to their heritage, with culturally meaningful curricula, cultural safety, and dignity. This chapter describes how Canada arrived at a state of Indigenous language devastation, then explores some promising developments in community-driven heritage language teaching, and finally presents an ecologically comprehensive strategy for Indigenous language revitalization that draws on and goes beyond the roles of formal schooling. It’s been a cold 130 years for Canada’s first languages, and the thaw is still awaited. (Fettes & Norton, 2000: 29)