McGregor, H. (2012). Curriculum change in Nunavut: Towards Inuit Qaujimajatuqangit. McGill Journal of Education. (47)3.  285-302

Though part of the required reading for this course, I am including this article in my weblog as it pertains directly to my research paper envisioning respectful and responsible place-based education within the contemporary model.  In the article, Heather McGregor briefly outlines the political climate in Nunavut, and history of curriculum change that has brought about the current iterations of educational policy and practise that privilege Inuit language(s) and culture.

Through extensive collaboration with parents, elders, education professionals and policy makers; and coming at an extensive cost in effort and financial resources, the curriculum development initiatives in Nunavut exemplify “the kind of place-based culturally-responsive and Indigenous-knowledge based educational change called for by Indigenous education advocates.” (p.289)  Furthermore, the process and product may be seen as successful examples upon which other jurisdictions may look.

McGregor cautiously identifies the significant Inuit population majority as reducing the constraints (p.290) to swift progress that may not be possible in the context of my research for educational change in more multi-cultural settings.  However this does not devalue the examples set forth in the article, it simply re-identifies an obvious obstacle to my purpose.  Nonetheless, I cam hopeful for a culturally blended and balanced learning experience that is inclusive of traditional environmental knowledge, experiential learning opportunities, Elders as teachers and caring between teacher and learner–all key aspects identified by McGregor (p.209-291)–without the requirement of Indigenous students to “give up or leave behind their rights, language, identities, histories and world views in order to participate” (p.288) and do not let “the formal system or [non-Indigenous] structures change those ways so much that they lose their meaning, and still prepare children to attain a standard level of education.” (p.295)

Of significant note, McGregor identifies that specific values and beliefs must be made explicit when reconceptualizing education, particularly when the majority of teachers are not Indigenous themselves.