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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 3 |
Book review -The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2021)
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| 4 |
Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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| 5 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 6 |
For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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| 7 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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| 8 |
From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History
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In: Education Publications (2018)
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| 9 |
"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education
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In: Journal of Critical Thought and Praxis (2018)
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| 10 |
A Case Study of Black Students' Education and Socialization Since Public School Closure in Prince Edward County Virginia
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In: Doctoral Dissertations and Projects (2017)
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| 11 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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| 12 |
A Correlational Study of Teacher Demographics and Racial Color-Blindness
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In: Doctoral Dissertations and Projects (2016)
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| 13 |
Nice White men or social justice allies?: Using critical race theory to examine how White male faculty and administrators engage in ally work
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In: Faculty Publications in Educational Administration (2015)
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| 14 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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| 15 |
Reading Queerly in the High School Classroom: Exploring a Gay and Lesbian Literature Course
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In: Doctoral Dissertations (2015)
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| 16 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2014)
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| 17 |
Media Literacy and the English as a Second Language Curriculum: A Curricular Critique and Dreams for the Future
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In: Electronic Thesis and Dissertation Repository (2014)
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| 18 |
Our Stories: Inuit Teachers Create Counter Narratives and Disrupt the Status Quo
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In: Electronic Thesis and Dissertation Repository (2014)
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Abstract:
Canada has a reputation for diversity and acceptance and of late has made significant strides in formalizing apologies for the maltreatment of Aboriginal populations (Aboriginal Affairs and Northern Development Canada, 2010). The purpose of this study was to investigate Inuit educators’ perceptions of education in Nunavik. While multiple studies consider concerns regarding Inuit education and low graduation rates (Brady, 1996; Walton, 2012), few studies consider the role that Inuit educators can play in assuring the optimal success of Inuit students. This study, situated in Nunavik, the Inuit homeland located within Northern Quebec, fills that gap. Using qualitative methodology and a decolonizing framework, 36 Inuit educators were interviewed. To ensure balanced data collection both an interview guide and conversational interview approach were utilized. Critical theories, including critical race theory, transformative multiliteracies pedagogies, and a focus on linguicism, were used to support the data analysis. With the transcripts, and using the above mentioned theories, four significant themes were defined: caring in education, relationships, racism, and language choice. The research suggests that Inuit educators have suffered from a “master narrative” that frames them in a deficit perspective; additionally, a Eurocentric focus on education (bound within a goal of English or French competence in Canada) has eroded the educational, cultural, and linguistic roles that Inuit educators play within the schooling of Inuit students in Nunavik. These factors, coupled with pervasive systemic racism, create a challenging environment for Inuit educators. The results of this study suggest that shifting leadership practices, creating more equity between Inuit and Qallunaat (non-Inuit) educators, and adjusting language policies may support both Inuit educators and students. By constructing their own counter narratives, the Inuit educators within this study take significant steps towards disrupting the status quo and creating a new story.
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Keyword:
Aboriginal/ Inuit; and Multicultural Education; Bilingual; counter narrative; critical race theory; Curriculum and Social Inquiry; linguicism; meritocracy; Multilingual; multiliteracies
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3932&context=etd
https://ir.lib.uwo.ca/etd/2459
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| 20 |
The Voices of Reason: Counterstories of the Urbanization of a Suburban Black School in Georgia
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In: Electronic Theses and Dissertations (2013)
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