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ERIC Number: EJ880049
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1499-6677
Knowledge Building in an Aboriginal Context
McAuley, Alexander
Canadian Journal of Learning and Technology, v35 n1 Win 2009
The report on the Royal Commission on Aboriginal Peoples (1996), the Kelowna Accord announced in 2005 (five-billion dollars) followed by its demise in 2006, and the settlement in 2006 for Aboriginal survivors of residential schools (1.9 billion dollars), are but some of the recent high-profile indicators of the challenges to Canada in dealing with the 500-year history of European contact with North America's original inhabitants. While not without its challenges, the creation of Nunavut in 1999 stands apart from this history as a landmark for Inuit self-determination in Canada and a beacon of hope for other Aboriginal peoples. Building on the idea that educational change takes place within the intersecting socio-cultural contexts of the school and the larger world around it, and drawing on data from an eight-year series of design experiments in classrooms in the Baffin (now Qikiqtani) region of Nunavut, this paper explores the potential of knowledge building and knowledge-building technologies to support powerful bilingual (Inuktitut/English) and bicultural learning experiences for Aboriginal students. (Contains 3 tables and 1 footnote.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada