The goal of this research is to develop a research process that explores the role Inuit teachers playin the development of Inuit culture in the classroom. A participatory action research approach wasused with the objectives of: (1) examining how Inuit teachers view their cultural role; and (2)exploring how Inuit teachers teach their culture.
Research activities were grounded in Indigenous education, intercultural learning andpostcolonial theories. From this frame of reference, two project activities were developed inpartnership with the Kativik School Board in Nunavik, Canada: a teacher training course and ateacher survey. The teacher training course attempted to create a ‘third space’ in whichdecolonization could be discussed and teachers could reflect about cultural influences on their ownpractice. The teacher survey constructs a ‘snap-shot’ of Inuit teacher perspectives on the topic ofInuit culture in their classrooms.
Analysis of data involved qualitative methodologies including content analysis for the courseand a series of verification interviews with senior stakeholders. A quantitative approach was usedfor analysis of the teacher survey.
Data suggest that Inuit culture is being taught in classrooms; however few opportunities existfor Inuit teachers to discuss the implications of their practice. Conclusions point to the need forfurther development of Inuit-specific and Inuit-led research spaces - third spaces - in which Inuitculture can be articulated, and reflected upon. Limiting factors exist, however, with regard to howthese spaces can be developed including language used for dialogue, authority within the spaceand length of time for dialogue. Decolonizing cultural competency is introduced in concert withthird space theory as a pathway toward articulating collaborative research spaces in which Inuitcan work in their own language and construct Inuit-specific strategies and content to decolonizetheir educational systems.
