Decolonizing cyberspace: Online support for the Nunavut MEd
Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a lar...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Athabasca University Press
2011
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/2609182ded8b4295999dd8bf73ee9b89 |
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| Sumario: | Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a large extent in short, intensive, face-to-face courses, the program also made extensive use of online supports. This paper outlines the design challenges – geographical, technological, pedagogical, and cultural – that faced the development and delivery of the online portion of the program. It highlights the intersection of the design decisions with the decolonizing principles that framed the program as a whole, the various and varying roles played by the online environment over the course of the program, and the program’s contribution to student success. |
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