Colonial Encounters in the Classroom: Adult Educators Making Sense of Inuit Resistance to Schooling

Autor/in	McLean, Scott
Titel	Colonial Encounters in the Classroom: Adult Educators Making Sense of Inuit Resistance to Schooling
Quelle	In: Studies in the Education of Adults, 49 (2017) 1, S.26-44 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2017.1283758
Schlagwörter	Foreign Countries; Adult Education; Adult Educators; Eskimos; Resistance (Psychology); Educational History; Teacher Attitudes; Attendance; Student Attrition; Study Habits; Student Motivation; Cultural Influences; Teacher Student Relationship; Canada + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Resistenz; History of education; Bildungsgeschichte; Lehrerverhalten; Anwesenheit; Schülerbeurlaubung; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Cultural influence; Kultureinfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Kanada
Abstract	Adult education was an integral component of the colonisation of the Canadian Arctic. Between the 1960s and the 1990s, educational programmes were explicitly developed in order to shape Inuit adults in particular ways: from teaching them how to live in permanent houses, to teaching them how to work as administrators and tradespeople. Inuit did not unanimously embrace such programmes. This article examines how Euro--Canadian adult educators during the 1980s made sense of Inuit resistance to schooling. Educators perceived resistance in terms of 'problems' relating to student attendance, punctuality, attrition and work habits. Educators interpreted such problems in terms of individual deficits of motivation and sometimes linked such deficits to cultural or social factors. Educators offered 'solutions' ranging from moral exhortation to social marketing campaigns and community-based research. While this article describes how Euro--Canadian adult educators interpreted the resistance of Inuit students, its implications are of value to scholars and practitioners working in a range of contexts where educators and students have different cultural, demographic or socio-economic backgrounds. The article provides a nuanced account of what it is like to be an educator in an environment where many adults do not appear to welcome the education being offered to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01