Session time: Monday, 17 May at 17.00 – 18.00 GMT (Iceland time zone)

Session abstract:

The Research Project: Through the work of the Arctic Council’s Sustainable Development Working Group (SWDG) and the University of the Arctic’s thematic networks on Teacher Education for Social Justice and Diversity in Education (TN) and the Verdde Network (VN) we seek to empower Indigenous peoples in the North to enhance teacher education for early childhood and basic education for sustainable development of the Arctic Canadian region. As such we sought to share the educational successes of three Inuit communities in Canada (The North West Territories, Nunavut, and Nunatsiavut) and explored two teacher education programs offered by Indigenous controlled post secondary institutions (Nunavut Arctic College and the Sami University). The overall beneficiaries of the project are children and their families, residing in the Arctic region, through improvements in pedagogy, culturally relevant, and community sensitive teaching.

Rationale: The history of education in has also been impacted in indelible ways by the colonialist residential school system, which has resulted in the additional challenge of reconciliation and addressing issues of trust within the education system. Reflective of the United Nations Declaration on the Rights of Indigenous Peoples andThe report of Canada’s Truth and Reconciliation Commission calls to action the research Quality educational opportunities in remote areas are key components for creating sustainable development and building resilience in Arctic communities, providing community members with tools to manage their own futures. Equal access to good education opens doors to meaningful socio-economic engagement. Also reflective of the WIPCE theme of ‘Sovereignty’ this research sees Indigenous institutions and emerging Indigenous lead teacher education programs, the schools where these teachers work, and the communities they server as supporting Indigenous lead sustainability and autonomy. As such the educational programs and institutions reflected in this research are key exemplars fostering Indigenous language, culture, as they regain control of their future.

Expected Outcomes of this research: In sum we seek to share and strengthen culturally relevant teaching and supporting student teachers’ identity work.

Panel members:

• Kirk Anderson, Memorial University of Newfoundland
• Gloria Uluqsi, Nunavut Arctic College
• Elisabeth Utsi, Sámi allaskuvla/Sámi University of Applied Sciences
• Laila Nutti, Sámi allaskuvla/Sámi University of Applied Sciences
• Kathy Snow, University of Prince Edward Island
• Sylvia Moore, Memorial University of Newfoundland
• Jennifer Godfrey Anderson, Memorial University of Newfoundland
• Melaine O'Gorman, University of Winnipeg 

Link to the session website.