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The analysis advances Inuit education history and challenges deficiency-based narratives used in adult education for marginalized groups.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-cultural-deprivation-to-individual-deficits-a-genealogy-of-deficiency-in-inuit-adult-education/596688/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-cultural-deprivation-to-individual-deficits-a-genealogy-of-deficiency-in-inuit-adult-education/596688.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the article’s main purpose regarding Inuit adult education?","Question",{"text":63,"@type":64},"To critique problematic assumptions about learners by presenting a history of how Canadian government representatives conceptualized Inuit adult education from the 1940s through the 1980s.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research methods does the article use?",{"text":68,"@type":64},"It uses genealogical methods and archival data to interpret how official discourses evolved over time.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the three stages identified in the evolution of official discourses?",{"text":72,"@type":64},"Exclusion, cultural deprivation, and individualization of inadequacy.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596688,1792210366,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education  \nScott McLean  \nUniversity of Calgary  \nAbstract  \nAdult education programs are often grounded in problematic assumptions about learners’ inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using genealogical methods and archival data, I find three stages in the evolution of official discourses about Inuit adult education: exclusion, cultural deprivation, and individualization. This article contributes to the history of Inuit education, and to the critique of deficiency discourses as more broadly deployed in the education of adults from marginalized backgrounds.  \nKeywords: Inuit, adult education, Canada, history of education, official discourses  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:4 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nL’éducation des adultes est souvent fondée sur des hypothèses problématiques à propos des insuffisances des apprenants. Le but de cet article est de critiquer ces hypothèses en présentant un historique de la façon dont les représentants des gouvernements canadiens ont conceptualisé l’éducation des Inuits à partir des années 1940 jusqu’aux années 80.À l’aide de méthodes généalogiques et de données d’archives, je vois trois phases dans l’évolution de discours officiel sur l’éducation adulte chez les Inuit: l’exclusion; la privation culturelle; et l’individualisation. Cet article contribue à l’histoire de l’éducation des Inuits, et à la critique des discours d’insuffisance comme déployées dans l’éducation des adultes provenant des groupes marginalisés.  \nMots-clés : Les Inuits, l’éducation des adultes, Canada, l’histoire de l’éducation, les discours officiels  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:4 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nOver the past century, the engagement of the Canadian state in Inuit education has changed dramatically. In 1919, the Deputy Superintendent of Indian Affairs, Duncan Scott, succinctly expressed the official disinterest of the Canadian government in the education of its most northerly citizens: “As yet no very large financial aid has been allocated for the education of the Eskimos. The establishment of schools has been left to those interested in the evangelization of the people”(Public Archives of Canada, RG 85, v. 1130, f. 254-1, pt. 1). In contrast, by 2016 the Department of Education of the Government of Nunavut had expressed the following ambitious goal as part ofits vision statement:  \nWe aim for our high school graduation rates to be on par with the rest of Canada and for the majority of Nunavut youth to graduate from high school, college or university, and with the same level of skills, knowledge and abilities as graduates from anywhere in Canada. ([http://gov.nu.ca/education](http://gov.nu.ca/education))  \nWithin the history of Inuit education, this article focuses upon the evolution of official discourses about the education of Inuit adults. I employ genealogical methods (Foucault, 1980, 1984) to interpret archival data, exploring how representatives of Canadian governments thought about the education of Inuit adults from the 1940s through the 1980s.  \nWhile the empirical focus of this article is restricted to a particular time and place, its scholarly and political implications should be of interest to those engaged in the study or practice of adult education far beyond the Arctic. My genealogy reveals three key stages in the evolution of official discourses: exclusion (adult education as irrelevant for Inuit); cultural deprivation (adult education as a means for Inuit to overcome their coll","cbCaiemZhBYrEaAh","https://ap.wps.com/l/cbCaiemZhBYrEaAh","pdf",277586,28,"English","# Abstract\n# Introduction\n## Official discourses and their historical shift\n# Purpose and approach\n## Genealogical methods and archival data\n# Key findings\n## Exclusion, cultural deprivation, and individualization","[{\"question\":\"What is the article’s main purpose regarding Inuit adult education?\",\"answer\":\"To critique problematic assumptions about learners by presenting a history of how Canadian government representatives conceptualized Inuit adult education from the 1940s through the 1980s.\"},{\"question\":\"Which research methods does the article use?\",\"answer\":\"It uses genealogical methods and archival data to interpret how official discourses evolved over time.\"},{\"question\":\"What are the three stages identified in the evolution of official discourses?\",\"answer\":\"Exclusion, cultural deprivation, and individualization of inadequacy.\"}]","From Cultural Deprivation to Individual Deficits - A Genealogy of Deficiency in Inuit Adult Education | PDF",1792083532,71]