Deconstructing a Nunavut Educators Experience: My Personal Journey towards Decolonial Praxis
Year: 2019
Type: dissertation
Abstract: Nunavut has committed to the implementation of a bilingual educational strategy. A contemporary legacy of colonialism in Nunavut, however, has complicated the implementation of a bilingual educational strategy contributing to important concerns about the presence of Inuit culture and languages. To disrupt my relationship to a contemporary legacy of colonialism, I ask how I may begin the process of decolonizing my experiences with cultural inclusion policy and language as a white male settler teacher? Applying a poststructuralist perspective that couples autoethnography and deconstruction I interrogate my subjectivity as a white male settler teacher. Several journal entries provide the basis for my analysis that through persistent questioning depart from familiar interpretation to produce openings regarding what could be happening and what could be. To conclude, I discuss both the implications and limitations of my analysis in relation to responsibility, emerging epistemology, and the potential to transition from reflection to action.
Source: TSpace (University of Toronto)
Author: Alexander Clive Oliphant Makin
Language: English
Subfield: Health
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3091141057