Creating Able Human Beings: Social Studies Education in the Northwest Territories and Nunavut, 1969 to the Present
Bibliographic record
Abstract
RésuméAprès le transfert de responsabilité en matière d’éducation dans le nord du Canada par le gouvernement fédéral aux Territoires du Nord-Ouest (TNO) en 1969-1970, le département d’Éducation des Territoires rend, dès lors, obligatoire un programme scolaire axé sur les identités linguistiques et culturelles des élèves dénés et inuits afin de contrer les approches intentionnellement assimilatrices des écoles fédérales antérieures, pensionnats religieux ou écoles publiques. Cet article s’intéresse à l’aspect social des programmes d’études durant les trente années suivantes dans les TNO et de 1999 à 2013 pour le Nunavut. Après consultation de documents pertinents, l’auteure soutient que les programmes d’études instaurés dans le Nord durant cette période de 45 ans reposaient sur la culture autochtone (culturally responsive), mais sans grande conviction. Elle suggère également un nouveau terme « culturally founded education » à savoir une éducation authentiquement autochtone en référence à l’intégration des programmes développés par les peuples aborigènes du Nord d’après leurs propres perspectives culturelles. La conclusion propose des actions concrètes pour garantir que les programmes d’études soient en lien avec la population et préparent adéquatement les élèves à s’impliquer d’une manière significative dans le monde complexe du XXIe siècle. Abstract Upon transfer of responsibility for schooling in Canada’s north from the federal government to the Northwest Territories in 1969-70, the territorial Department of Education immediately mandated curriculum whose central focus was on Dene and Inuit students’ cultural and linguistic identities, in order to counteract the intentionally assimilationist approaches of previous federal and church residential and day schools. This article examines social studies curricula over the next 30 years in the NWT, and from 1999-2013 in Nunavut. Reviewing relevant documents, I argue that social studies curricula developed in the north during these 45 years have featured culturally responsive education, but did not accomplish this consistently. I also suggest a new term, culturally founded education, to refer to integrated curricula developed by northern Aboriginal peoples from their own cultural perspectives. The conclusion recommends future actions to ensure social studies education continues to reflect the people it serves and prepares students to make meaningful contributions in the complex world of the twenty-first century.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.018 | 0.008 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".