Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik
Students in Nunavik are currently educated under a trilingual and bicultural education system. In this context, their educational trajectory is marked by breaking points that affect their perseverance and academic success. We postulate that Inuit students are heirs to a cultural heritage distinct fr...
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| Format: | Article |
| Language: | English |
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Institut des Amériques
2025-03-01
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| Series: | IdeAs |
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| Online Access: | https://journals.openedition.org/ideas/20945 |
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| author | Glorya Pellerin Gisèle Maheux Sarah Angiyou Malaya Tukalak Élyane Lizotte |
| author_facet | Glorya Pellerin Gisèle Maheux Sarah Angiyou Malaya Tukalak Élyane Lizotte |
| author_sort | Glorya Pellerin |
| collection | DOAJ |
| description | Students in Nunavik are currently educated under a trilingual and bicultural education system. In this context, their educational trajectory is marked by breaking points that affect their perseverance and academic success. We postulate that Inuit students are heirs to a cultural heritage distinct from that defined in Quebec’s official educational programs. Having first been educated within their family and community—what can be described as their primary socialization—they have learned from a culture that is uniquely their own. They have developed the language and learned the codes and other elements that make up this cultural heritage, including their traditions. At school, they navigate within the framework of two cultural curricula that seem to coexist rather than integrate into a singular educational process. A research team, composed of Inuit partners and university professors, has therefore undertaken a study to better understand what hinders perseverance and academic success by exploring the relationship between these two paradigms, and more specifically, the learning content and processes that emerge from them in a schooling context. Preliminary results from this study show that the processes constituting the relationship between Inuit education and Euro-Western schooling currently taking place in Nunavik community schools require greater integration of Inuit language, culture, and values. |
| format | Article |
| id | doaj-art-45c17a4555ce435bbf80ed90b05f5cb1 |
| institution | OA Journals |
| issn | 1950-5701 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Institut des Amériques |
| record_format | Article |
| series | IdeAs |
| spelling | doaj-art-45c17a4555ce435bbf80ed90b05f5cb12025-08-20T01:52:30ZengInstitut des AmériquesIdeAs1950-57012025-03-012510.4000/13g1lExplorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au NunavikGlorya PellerinGisèle MaheuxSarah AngiyouMalaya TukalakÉlyane LizotteStudents in Nunavik are currently educated under a trilingual and bicultural education system. In this context, their educational trajectory is marked by breaking points that affect their perseverance and academic success. We postulate that Inuit students are heirs to a cultural heritage distinct from that defined in Quebec’s official educational programs. Having first been educated within their family and community—what can be described as their primary socialization—they have learned from a culture that is uniquely their own. They have developed the language and learned the codes and other elements that make up this cultural heritage, including their traditions. At school, they navigate within the framework of two cultural curricula that seem to coexist rather than integrate into a singular educational process. A research team, composed of Inuit partners and university professors, has therefore undertaken a study to better understand what hinders perseverance and academic success by exploring the relationship between these two paradigms, and more specifically, the learning content and processes that emerge from them in a schooling context. Preliminary results from this study show that the processes constituting the relationship between Inuit education and Euro-Western schooling currently taking place in Nunavik community schools require greater integration of Inuit language, culture, and values.https://journals.openedition.org/ideas/20945interculturalitycultural distanceschooling processcurriculumdidactic triangle |
| spellingShingle | Glorya Pellerin Gisèle Maheux Sarah Angiyou Malaya Tukalak Élyane Lizotte Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik IdeAs interculturality cultural distance schooling process curriculum didactic triangle |
| title | Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik |
| title_full | Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik |
| title_fullStr | Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik |
| title_full_unstemmed | Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik |
| title_short | Explorer la distance culturelle entre les acquis de première socialisation des élèves inuit et le programme de scolarisation formel au Nunavik |
| title_sort | explorer la distance culturelle entre les acquis de premiere socialisation des eleves inuit et le programme de scolarisation formel au nunavik |
| topic | interculturality cultural distance schooling process curriculum didactic triangle |
| url | https://journals.openedition.org/ideas/20945 |
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