Suchergebnisse

RésuméL'éducation aux adultes, au sens large, a été introduite comme faisant partie d'un vaste projet d'une intervention gouvernementale dans le nord du Canada qui a modifié dramatiquement les contextes sociaux, culturels et économiques des peuples aborigènes de cette région considérée comme leur patrie. Grâce à des initiatives variées en éducation des adultes – à la fois formelles et informelles – les Inuits ont commencé à interagir avec des idées nouvelles et de nouvelles institutions inhérentes à l'expansion territoriale du Nord. En se basant sur le lien entre éducation des adultes et transformation sociale et les concepts d'une éducation aux adultes « libérale » et « libératrice », cet article retrace l'évolution de la politique de l'éducation aux adultes et des programmes dans les Territoires du Nord-Ouest et du Nunavut entre le milieu des années 1960 et le milieu des années 1990. Cette recherche répond à trois questions. 1) Jusqu'à quel point l'éducation aux adultes donna ou enleva du pouvoir aux communautés à l'égard du développement social, politique et économique durant cette période. 2) En dépit de ses origines coloniales, comment l'éducation aux adultes a-t-elle fait la promotion de l'engagement citoyen et de la participation communautaire? 3) Au fil du temps, les changements apportés à l'éducation aux adultes reflètent-ils des tendances plus largement orientées vers une approche néolibérale du développement nordique, et qu'est-ce que cela implique pour le développement démocratique de ces communautés à l'avenir? AbstractAdult education, broadly defined, was introduced as part of a larger project of state-led intervention in northern Canada, which altered dramatically the social, cultural, and economic circumstances of the Indigenous peoples who called the region home. Through various adult education initiatives – both formal and informal – Inuit adults began to interact with new ideas and new institutions in the growing settlements across the North. Predicated on the link between adult education and social transformation, and the concepts of "liberal" and "liberating" adult education, this paper traces the evolution of adult education policy and programming in the Northwest Territories and Nunavut between the mid-1960s and the mid-1990s. It is guided by the following questions: (1) To what extent has adult education empowered or disempowered communities with respect to social, political, and economic development over time; (2) despite its colonial origins, to what extent has adult education promoted citizen engagement and participation; and (3) do the changes in adult education over time reflect broader trends towards a neo-liberal approach to northern development, and what might this mean for democratic development in communities in the future?

The purpose of this study was to learn from the experiences of post-secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post-secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students' needs and aspirations.QALLUNAALIAQTUT: L'EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD L'objectif de cette étude est de mieux comprendre l'expérience des étudiants inuits du Canada. Au moyen d'enquêtes, d'entrevues et de groupe focus, on constate qu'en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d'information sur les études postsecondaires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d'améliorer l'accès aux études postsecondaires dans l'Inuit Nunangat, en insistant notamment sur le fait que l'on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l'on doit aussi répondre aux besoins et aspirations des étudiants inuits. ; L'objectif de cette étude est de mieux comprendre l'expérience des étudiants inuits du Canada. Au moyen d'enquêtes, d'entrevues et de groupe focus, on constate qu'en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d'information sur les études postsecondaires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d'améliorer l'accès aux études postsecondaires dans l'Inuit Nunangat, en insistant notamment sur le fait que l'on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l'on doit aussi répondre aux besoins et aspirations des étudiants inuits.

This article compares three environmental assessment (EA) cases in Nunatsiavut, Nunavut, and the Northwest Territories (NWT) to better understand how resource decision-making processes in northern Indigenous mixed economies are gendered. Advances in Indigenous jurisprudence and Indigenous peoples' assertions of their rights to lands and territories have influenced new cooperative resource management institutions and associated environmental assessment frameworks. Though previous research has pointed to the systemic ways in which EAs undermine self-determination, there has been little attention to how gender influences EA processes and outcomes. This article contributes to emerging scholarship on gender and EAs through a thematic analysis of the environmental assessments for the Voisey's Bay Mine and Mill in Nunatsiavut (1997); the Meadowbank Mine in Nunavut (2004–2006); and the Mackenzie Gas Project (2003–2009). The cases examined reflected a spectrum in the extent to which gender is accounted for and attended to in EA processes. Notwithstanding their differences, Indigenous women's interventions in each case challenged the narrowly scoped treatment of gender in EA processes by describing their broad concerns with development. Furthermore, in each case, EA processes emphasized participation in employment rather than community well-being, and inadequately addressed women's traditional harvesting activities. We argue that in failing to account for the totality of northern livelihoods, the EA process privileges resource extraction, re-inscribes gender hierarchies, and undermines Indigenous mixed economies. We conclude by offering several criteria for the successful inclusion of gender issues in the scope of EAs and reflecting briefly on new developments in the legislative framework for EAs and Indigenous governance initiatives that may support more fulsome inclusion of gender issues.

People across Canada's North have created vibrant community institutions to serve a wide range of social and economic needs. Neither state-driven nor profit-oriented, these organizations form a relatively under-studied third sector of the economy. Researchers from the Social Economy Research Network of Northern Canada explore this sector through fifteen case studies, encompassing artistic, recreational, cultural, political, business, and economic development organizations that are crucial to the health and vitality of their communities. Care, Cooperation and Activism in Canada's Northern Social Economy shows the innovative diversity and utter necessity of home-grown institutions in communities across Labrador, Nunatsiavut, Nunavik, Nunavut, Northwest Territories, and Yukon. Readers, researchers, and students interested in social economy, Aboriginal studies, and northern communities will find much to enjoy and value in this book.