Content area
Abstract
Research in the field of Aboriginal education suggests that a strong base in the primary culture and language predisposes students to develop biculturalism, bilingualism, and eventual academic success (Annahatak, 1994; Eriks-Brophy & Crago, 1994; Crago, Annahatak, & Ningiuruvik, 1993). Recent studies propose that Aboriginal students do become bilingual and bicultural (Fuzessy, 1997; Barnhardt, 1994). Nevertheless, academic achievement among Inuit and Aboriginal students remains weak. These students remain prone to failure (Mackay & Miles, 1995; Rains, 1992). Biculturalism and bilingualism do not guarantee success in school based skills and knowledge. This study examines possible contributing factors to this divergence between expected and actual educational outcomes.
Cummins (1996a) posits a model that outlines many of the social and educational conditions favourable to the creation of opportunities for student empowerment. It highlights the essential role of educational structures and the teacher in providing opportunities for the empowerment or the disabling of minority students. Battiste (1998), McLaren (1997), Sleeter (1993), and Willinsky (1990) provide specific suggestions and examples concerning the anti-racist and empowering classroom. This recent work in Aboriginal, critical, and anti-racism education along with the Cummins model build upon poststructural theory and constitute the conceptual framework of this research project. The guiding research question addressed in this study is the following: In what ways and to what extent do the teachers of the Kativik School Board create contexts of empowerment in their interactions with Inuit students?
In addressing this question, qualitative data relating to the theoretical framework were gathered. Former Kativik School Board teachers completed individual interviews, short answer questionnaires, and Likert scale questionnaires. These were transcribed and coded for analysis. A public documents analysis determined cultural reference points for the study.
The data suggest that teacher role definitions may have both positive and negative effects on Inuit students through their classroom and community interactions. Teachers may not be aware of the negative ways in which their role definitions affect student outcomes. The data also suggest that the broad and encompassing scope of the framework is both its greatest strength and weakness.
