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Professional Learning for Culturally Nourishing Pedagogies in Inuit Schools

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Title: Professional Learning for Culturally Nourishing Pedagogies in Inuit Schools
Language: English
Authors: Shelley Tulloch (ORCID 0000-0002-5852-6676), Sylvia Moore, Ola Andersen, Colleen Pottle, Shannon Dicker, Jodie Lan
Source: Journal of Teacher Education and Educators. 2023 12(3):283-302.
Availability: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Culturally Relevant Education, Teaching Methods, Barriers, Teacher Collaboration, Workshops, Canada Natives, Indigenous Knowledge, Foreign Countries, Faculty Development, Teacher Competencies
Geographic Terms: Canada
ISSN: 2147-0456
2147-5407
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413586
Database: ERIC
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  Data: Professional Learning for Culturally Nourishing Pedagogies in Inuit Schools
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  Data: <searchLink fieldCode="AR" term="%22Shelley+Tulloch%22">Shelley Tulloch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5852-6676">0000-0002-5852-6676</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sylvia+Moore%22">Sylvia Moore</searchLink><br /><searchLink fieldCode="AR" term="%22Ola+Andersen%22">Ola Andersen</searchLink><br /><searchLink fieldCode="AR" term="%22Colleen+Pottle%22">Colleen Pottle</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+Dicker%22">Shannon Dicker</searchLink><br /><searchLink fieldCode="AR" term="%22Jodie+Lan%22">Jodie Lan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2023 12(3):283-302.
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  Data: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
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  Data: 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.
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      – Text: English
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Barriers
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      – SubjectFull: Workshops
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      – SubjectFull: Indigenous Knowledge
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