Migration, Minorities, and Learning: Understanding Cultural and Social Differences in Education

Abstract

Drawing upon my study of Nunavut educators’ constructions of the role of Inuit (Indigenous) languages and cultures within Nunavut schooling, I propose that there exists a distinct Inuit Qaujimajatuqangit (IQ) Conversation. A discourse analysis of a sample of Inuit and non-Inuit teachers and curriculum authors’ dialogue about the role of Inuit language and culture in Nunavut education establishes the components of the IQ Conversation. Embedded within the Conversation are theorizations that contribute to a more comprehensive understanding of cultural and social difference for minoritized populations of Indigenous communities.