Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past

dc.contributor.authorMcGregor, Heather E.en
dc.date.accessioned2020-03-25T14:44:57Z
dc.date.available2020-03-25T14:44:57Z
dc.date.issued2015
dc.descriptionMcGregor, Heather E. 2015. “Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past”. Historical Studies in Education / Revue d’histoire De l’éducation 27 (1). https://doi.org/10.32316/hse/rhe.v27i1.4411.en
dc.description.abstractAs the widespread and deep impressions left on the Canadian North by the residential school system come to light, it is also important to continue examining educational policies alongside the experiences of students throughout a range of schooling sites and forms. Such research on Inuit schooling has been insufficient. I argue that more detailed educational histories of the federal and early territorial school systems should feature local and regional variability in implementation of policy and in student experience. Illuminating the inconsistent and multifaceted ways education affected communities in the past, particularly for teachers new to the North, serves to illustrate the ways education in the present necessitates decolonizing.en
dc.identifier.doihttps://doi.org/10.32316/hse/rhe.v27i1.4411
dc.identifier.urihttp://hdl.handle.net/1974/27664
dc.language.isoenen
dc.subjectResidential Schoolsen
dc.subjectArctic Educationen
dc.subjectIndigenous Educationen
dc.subjectNorthwest Territories and Nunavuten
dc.titleListening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Pasten
dc.typejournal articleen
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