Research Article
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Year 2023, Volume: 12 Issue: 3, 283 - 302, 31.12.2023

Shelley Tulloch Sylvia Moore

Abstract

References

  • Alim, H. & Paris, D. (2017). What is a culturally sustaining pedagogy and why does it matter? In D. Paris & H.Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1-21). New York, NY: Teachers College.
  • Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: Apamuwek Institute.
  • Battiste, M. (2011). Reclaiming Indigenous voice and vision. Vancouver, BC: UBC Press.
  • Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich Publishing Limited.
  • Berger, P., Inootik, K., Jones, R., & Kadjukiv, J. (2019). A hunger to teach: Recruiting Inuit teachers for Nunavut. Études Inuit Studies, 40(2), 47–69. https://doi.org/10.7202/1055431ar
  • Berryman, M., SooHoo, S., & Nevin, A. (2013) Culturally responsive methodologies from the margins. In M. Berryman, S. SooHoo, & A. Nevin (Eds.), Culturally responsive methodologies (pp. 1-34). Bedfordshire, UK: Emerald.
  • Coles-Ritchie, M., & Charles, W. (2011). Indigenizing assessment using community funds of knowledge: A critical action research study. Journal of American Indian Education, 50(3), 26–41.
  • García, O., Ibarra Johnson, S., & Seltzer, K. (2016). The Translanguaging classroom: Leveraging student bilingualism for learning. Brookes Publishing. https://products.brookespublishing.com/The-Translanguaging-Classroom-P1374.aspx
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press
  • Godlewska, A., Rose, J., Schaefli, L., Freake, S., & Massey, J. (2017). First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum. Race, Ethnicity and Education, 20(4), 446-462, DOI: 10.1080/13613324.2016.1248825
  • Grundy, S. (1982). Three modes of action research, Curriculum Perspectives, 2(3), 23–34.
  • Imants, J. & Van der Wal, M.M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14, DOI: 10.1080/00220272.2019.1604809
  • Inuit Tapiriit Kanatami. (2017). (re)Visioning success in Inuit education: A report of the 2017 Inuit Education Forum. Inuit Tapiriit Kanatami. Retrieved from: https://www.itk.ca/wpcontent/uploads/2017/10/inuitreport-web.pdf
  • Karetak, J., Tester, F. & Tagalik, S. (Eds.). (2017). Inuit Qaujimajatuqangit: What Inuit have always known to be true. Winnipeg, MB: Fernwood Publishing.
  • Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research and multicultural education (pp. 106–121). London, UK: The Falmer Press.
  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.
  • Lowe, K., Skrebneva, I., Burgess, C., Harrison, N., & Vass, G. (2020). Towards an Australian model of culturally nourishing schooling. Journal of Curriculum Studies, 53(4), 467-481. DOI: 10.1080/00220272.2020.1764111
  • Little Bear, L., (2009). Naturalizing Indigenous knowledge, Synthesis Paper. University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, SK. and First Nations and Adult Higher Education Consortium, Calgary, AB
  • Lambert, L. (2014). Research for Indigenous survival: Indigenous research methodologies in the behavioral sciences. Brantford, ON: Salish Kootenai College Press.
  • Marcos, J., Miguela, E., & Tillema, H. (2009). Teacher reflection on action: what is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191-204.
  • Marlow, P. E., & Siekmann, S. (Eds.). (2013). Communities of practice: An Alaskan Native model for language teaching and learning. University of Arizona Press. McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124.
  • McGregor, H. E., & McGregor, C. A. (2023). Historical review of teacher education in the Inuit jurisdictions of Canada. Queen’s University. http://hdl.handle.net/1974/31475 Mearns, R. (2017). Nunavut, uqausivut, piqqusivullu najuqsittiarlavu (Caring for our land, language and culture): The use of land camps in Inuit knowledge renewal and research [M.A. Geography & Environmental Studies]. Carleton University
  • Moore, S. & Galway, G. (2018, August). Design and pedagogical practices of an Inuit focused Bachelor of Education program in Labrador. Education in the North, 25(1-2), 155-174. https://www.abdn.ac.uk/eitn/journal/ Moore, S. & Inuit Bachelor of Education students. (2016). Inuit centered learning in the Inuit Bachelor of Education program. Études Inuit Studies, 40(2), 93-107.
  • Morales, M.P.E. (2016). Participatory Action Research (PAR) cum Action Research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science (IJRES), 2(1), 156-165. National Committee on Inuit Education. (2011). First Canadians, Canadians first: National strategy on Inuit education. Ottawa: Inuit Tapiriit Kanatami.
  • Nutti, Y. J. (2018). Decolonizing Indigenous teaching: Renewing actions through a critical utopian action research framework. Action Research, 16 (1) 82–104. Obed, D. (2017). Illiniavugut nunami: Learning from the land. Envisioning an Inuit-centred educational future [M.A. Atlantic Canada Studies, Saint Mary’s University]. http://library2.smu.ca/handle/01/27164
  • Pirbhair-Illich, F., Pete, S., & Martin, F. (2017) Culturally responsive pedagogies: Decolonization, indigeneity and interculturalism. In F. Pirbjair-Illich, S. Pete, & F. Martin (Eds.), Culturally responsive pedagogies: Decolonization,iIndigeneity and interculturalism (pp. 3-15). Cham, Switzerland: Springer International Publishing. Proctor, A. (2020). A Long journey: Residential schools in Labrador and Newfoundland. Memorial University Press.
  • Smith, G. H. (2003, October). Indigenous struggle for the transformation of education and schooling. Keynote Address to the Alaskan Federation of Natives (AFN) Convention. Anchorage, Alaska. Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28-33.
  • Teague, G. M. & Anfara, V.A. (2012) Professional learning communities create sustainable change through collaboration. Middle School Journal, 44(2), 58-64, DOI: 10.1080/00940771.2012.11461848 Tollefson, J.W. (2015). Historical-structural analysis. In F. M. Hult & D.C. Johnson (Eds.), Research methods in language practical guide (pp. 140-151). West Sussex, UK: John Wiley & Sons.
  • Tompkins, J. (1998). Teaching in a cold and windy place: Change in an Inuit school. University of Toronto Press. Tulloch, S., (Project director), Sandiford, M. (Filmmaker), Moore, S., Lane, J., Boase, D., Doherty, T. (2017). Formation of inspiration: Nunatsiavut’s Inuit Bachelor of Education. [Documentary film]. Charlottetown: University of Prince Edward Island. http://www.isuma.tv/akuttujuuk/formation-of-inspiration-nunatsiavuts-inuit
  • Tulloch, S., & Moore, S. (2018, December). Opening spaces for Indigenous teaching and learning through community-based teacher education. Education in the North, 25(3), 73-88. https://www.abdn.ac.uk/eitn/journal/ Whyte, F.F. (1991). Participatory action research. London: Sage. Wilson, S (2008), Research is ceremony: Indigenous research methods, Fernwood Publishing, Black Point, NS.

Professional learning for culturally nourishing pedagogies in Inuit schools

Year 2023, Volume: 12 Issue: 3, 283 - 302, 31.12.2023

Shelley Tulloch Sylvia Moore

Abstract

This article presents a participatory action inquiry into the process and outcomes of professional learning for culturally nourishing pedagogies in Inuit schools. Culturally nourishing pedagogies are approaches to schooling that centre local knowledge, language, culture, and knowledge holders. Engaging all school staff, administrators, curriculum developers, and school boards in adopting such approaches is key to decolonizing schools and practicing Indigenous sovereignty in education. A research team of Inuit educators and university-based researchers, in partnership with the Nunatsiavut Inuit Government and the school board documented and analyzed the development, delivery, immediate and short-term outcomes of professional learning workshops addressing Inuit culturally nourishing pedagogies. Results show that the teachers have many ideas for, and intuitively incorporate land, language, local knowledge holders, and local resources in their teaching inside and outside the school building. Consistent implementation of culturally nourishing pedagogies is hindered by capacity, time, school board policies, and resource gaps. Teacher-to-teacher knowledge exchange in the workshops demonstrated the importance of identity, relationship, and safe spaces in generating ideas for and practicing culturally nourishing pedagogies. Collaborative co-creation of knowledge reveals how professional learning workshops can contribute to teachers’ effective practice and to sustainable change in Nunatsiavut area schools.

Keywords

culturally nourishing pedagogies Inuit education decolonizing education teacher professional learning participatory action research

Ethical Statement

This research was reviewed by the Human Ethics Review Board at Memorial University, the ethics committee at the Newfoundland and Labrador English School District, and the Nunatsiavut Government.

Supporting Institution

This research was funded by the Social Sciences and Humanities Research Council of Canada.

Thanks

We are grateful to the school principals, teachers, and staff who participated in and facilitated others' participation in this research, sharing valuable perspectives that are at the core of this work. We acknowledge our partners, the Nunatsiavut Government and the Newfoundland and Labrador English School District without whom this research would not be possible.

References

  • Alim, H. & Paris, D. (2017). What is a culturally sustaining pedagogy and why does it matter? In D. Paris & H.Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1-21). New York, NY: Teachers College.
  • Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: Apamuwek Institute.
  • Battiste, M. (2011). Reclaiming Indigenous voice and vision. Vancouver, BC: UBC Press.
  • Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich Publishing Limited.
  • Berger, P., Inootik, K., Jones, R., & Kadjukiv, J. (2019). A hunger to teach: Recruiting Inuit teachers for Nunavut. Études Inuit Studies, 40(2), 47–69. https://doi.org/10.7202/1055431ar
  • Berryman, M., SooHoo, S., & Nevin, A. (2013) Culturally responsive methodologies from the margins. In M. Berryman, S. SooHoo, & A. Nevin (Eds.), Culturally responsive methodologies (pp. 1-34). Bedfordshire, UK: Emerald.
  • Coles-Ritchie, M., & Charles, W. (2011). Indigenizing assessment using community funds of knowledge: A critical action research study. Journal of American Indian Education, 50(3), 26–41.
  • García, O., Ibarra Johnson, S., & Seltzer, K. (2016). The Translanguaging classroom: Leveraging student bilingualism for learning. Brookes Publishing. https://products.brookespublishing.com/The-Translanguaging-Classroom-P1374.aspx
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press
  • Godlewska, A., Rose, J., Schaefli, L., Freake, S., & Massey, J. (2017). First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum. Race, Ethnicity and Education, 20(4), 446-462, DOI: 10.1080/13613324.2016.1248825
  • Grundy, S. (1982). Three modes of action research, Curriculum Perspectives, 2(3), 23–34.
  • Imants, J. & Van der Wal, M.M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14, DOI: 10.1080/00220272.2019.1604809
  • Inuit Tapiriit Kanatami. (2017). (re)Visioning success in Inuit education: A report of the 2017 Inuit Education Forum. Inuit Tapiriit Kanatami. Retrieved from: https://www.itk.ca/wpcontent/uploads/2017/10/inuitreport-web.pdf
  • Karetak, J., Tester, F. & Tagalik, S. (Eds.). (2017). Inuit Qaujimajatuqangit: What Inuit have always known to be true. Winnipeg, MB: Fernwood Publishing.
  • Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research and multicultural education (pp. 106–121). London, UK: The Falmer Press.
  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.
  • Lowe, K., Skrebneva, I., Burgess, C., Harrison, N., & Vass, G. (2020). Towards an Australian model of culturally nourishing schooling. Journal of Curriculum Studies, 53(4), 467-481. DOI: 10.1080/00220272.2020.1764111
  • Little Bear, L., (2009). Naturalizing Indigenous knowledge, Synthesis Paper. University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, SK. and First Nations and Adult Higher Education Consortium, Calgary, AB
  • Lambert, L. (2014). Research for Indigenous survival: Indigenous research methodologies in the behavioral sciences. Brantford, ON: Salish Kootenai College Press.
  • Marcos, J., Miguela, E., & Tillema, H. (2009). Teacher reflection on action: what is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191-204.
  • Marlow, P. E., & Siekmann, S. (Eds.). (2013). Communities of practice: An Alaskan Native model for language teaching and learning. University of Arizona Press. McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124.
  • McGregor, H. E., & McGregor, C. A. (2023). Historical review of teacher education in the Inuit jurisdictions of Canada. Queen’s University. http://hdl.handle.net/1974/31475 Mearns, R. (2017). Nunavut, uqausivut, piqqusivullu najuqsittiarlavu (Caring for our land, language and culture): The use of land camps in Inuit knowledge renewal and research [M.A. Geography & Environmental Studies]. Carleton University
  • Moore, S. & Galway, G. (2018, August). Design and pedagogical practices of an Inuit focused Bachelor of Education program in Labrador. Education in the North, 25(1-2), 155-174. https://www.abdn.ac.uk/eitn/journal/ Moore, S. & Inuit Bachelor of Education students. (2016). Inuit centered learning in the Inuit Bachelor of Education program. Études Inuit Studies, 40(2), 93-107.
  • Morales, M.P.E. (2016). Participatory Action Research (PAR) cum Action Research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science (IJRES), 2(1), 156-165. National Committee on Inuit Education. (2011). First Canadians, Canadians first: National strategy on Inuit education. Ottawa: Inuit Tapiriit Kanatami.
  • Nutti, Y. J. (2018). Decolonizing Indigenous teaching: Renewing actions through a critical utopian action research framework. Action Research, 16 (1) 82–104. Obed, D. (2017). Illiniavugut nunami: Learning from the land. Envisioning an Inuit-centred educational future [M.A. Atlantic Canada Studies, Saint Mary’s University]. http://library2.smu.ca/handle/01/27164
  • Pirbhair-Illich, F., Pete, S., & Martin, F. (2017) Culturally responsive pedagogies: Decolonization, indigeneity and interculturalism. In F. Pirbjair-Illich, S. Pete, & F. Martin (Eds.), Culturally responsive pedagogies: Decolonization,iIndigeneity and interculturalism (pp. 3-15). Cham, Switzerland: Springer International Publishing. Proctor, A. (2020). A Long journey: Residential schools in Labrador and Newfoundland. Memorial University Press.
  • Smith, G. H. (2003, October). Indigenous struggle for the transformation of education and schooling. Keynote Address to the Alaskan Federation of Natives (AFN) Convention. Anchorage, Alaska. Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28-33.
  • Teague, G. M. & Anfara, V.A. (2012) Professional learning communities create sustainable change through collaboration. Middle School Journal, 44(2), 58-64, DOI: 10.1080/00940771.2012.11461848 Tollefson, J.W. (2015). Historical-structural analysis. In F. M. Hult & D.C. Johnson (Eds.), Research methods in language practical guide (pp. 140-151). West Sussex, UK: John Wiley & Sons.
  • Tompkins, J. (1998). Teaching in a cold and windy place: Change in an Inuit school. University of Toronto Press. Tulloch, S., (Project director), Sandiford, M. (Filmmaker), Moore, S., Lane, J., Boase, D., Doherty, T. (2017). Formation of inspiration: Nunatsiavut’s Inuit Bachelor of Education. [Documentary film]. Charlottetown: University of Prince Edward Island. http://www.isuma.tv/akuttujuuk/formation-of-inspiration-nunatsiavuts-inuit
  • Tulloch, S., & Moore, S. (2018, December). Opening spaces for Indigenous teaching and learning through community-based teacher education. Education in the North, 25(3), 73-88. https://www.abdn.ac.uk/eitn/journal/ Whyte, F.F. (1991). Participatory action research. London: Sage. Wilson, S (2008), Research is ceremony: Indigenous research methods, Fernwood Publishing, Black Point, NS.
There are 30 citations in total.

Details

Primary Language English
Subjects In-Service Training, Multicultural Education, Comparative and Cross-Cultural Education, Other Fields of Education (Other), Education Policy
Journal Section Research Article
Authors

Shelley Tulloch 0000-0002-5852-6676

Sylvia Moore This is me 0000-0002-0465-8024

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 3

Cite

APA Tulloch, S., & Moore, S. (2023). Professional learning for culturally nourishing pedagogies in Inuit schools. Journal of Teacher Education and Educators, 12(3), 283-302.