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The article traces early Elder instruction in Nunavut and explains how, by 2000, Inuit Elder Advisors worked full-time for education authorities, developing educational philosophy and materials with advisory committees, teachers, and curriculum staff. It argues that territorial oversight roles were crucial to educational policy change between 2000 and 2013.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inuit-elder-policy-guidance-for-system-wide-educational-change-in-nunavut-2000-2013-analysis/596852/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inuit-elder-policy-guidance-for-system-wide-educational-change-in-nunavut-2000-2013-analysis/596852.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main focus regarding Elders and education in Nunavut?","Question",{"text":112,"@type":113},"It examines what Elders contributed to educational change at the territorial level shortly after Nunavut’s creation, and how their roles and knowledge shaped policy and materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When did Elder instruction in Nunavut begin, according to the text?",{"text":117,"@type":113},"Elder instruction facilitating language and cultural content began as early as the 1970s in some Nunavut communities, and teaching positions for Elders expanded in the 1990s.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article emphasize the difference between traditional knowledge transmission and school-based settings?",{"text":121,"@type":113},"It notes that institutional schedules, large group sizes, and classroom structures may limit practice-oriented learning, requiring Elders and collaborating staff to plan and adapt while maintaining authenticity and relevance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596852,1792172278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Inuit Elder Policy Guidance for System-Wide Educational Change in Nunavut, 2000-2013  \nHeather E. McGregora & Catherine A. McGregor aQueen’s Univeristy  \nElders: are accepting of time and change; have certain roles with everyone; deserve respect, by young or old; have good humour; are strong—mentally and spiritually; take great delight in receiving gifts and are great collectors; are appreciative of gestures of love, attention and kindness; deserve to be responded to quickly when they ask for help; are strong-willed on certain issues; are respectful of others regardless of age.  \nInuuqatigiit: The Curriculum from the Inuit Perspective  \n(NWTDE, 1996, p. 47)  \nAbstract  \nElders have been educators and experts in the Arctic for as long as people have inhabited the region. The involvement of Elders in schools and school systems has a relatively shorter history, but is more significant than has been documented to date. Elder instruction, to teach language and/or to facilitate cultural content or “culture class” began as early as the 1970s in some Nunavut communities. By the year 2000 four Inuit Elder Advisors were working full-time for the Nunavut Department of Education (NDE) developing educational philosophy and other materials for schools, in collaboration with a pan-territorial Elders Advisory Committee (EAC), classroom teachers and curriculum staff. We argue that the active role of Elders at the territorial level of school system oversight was critical to achieving Nunavut’s aspirations for educational policy change in the years between 2000 and 2013. The article describes how this work was conducted in Nunavut, analyzes some of the outcomes and materials developed, and highlights the opportunities and complexities of working with Elders and Elder knowledge within contemporary institutions, such as school systems.  \nKeywords: Inuit education, Elders, Elder knowledge, Indigenous education, educational change, Indigenous policy, Indigenous curriculum  \nIntroduction  \nElders have been educators and experts in the Arctic for as long as people have inhabited the region. The involvement of Elders in schools and school systems has a relatively shorter history, but is more significant than has been documented to date. Elder instruction, particularly to facilitate cultural content or“culture class” began in the 1970s in some Nunavut communities. In the 1990s, teaching positions were allocated to Elders to instruct language and culture in some schools. By the year 2000, four Inuit Elder Advisors were working full-time for the Nunavut Department of Education (NDE) developing educational philosophy and other materials for schools in collaboration with a pan-territorial Elders Advisory Committee (EAC), and working with curriculum staff and experienced classroom teachers. Many edu-  \ncators and administrators in Nunavut speak about the importance of Elder involvement in schools, and yet this involvement has not been the subject of research.  \nThis lack of research raises questions such as: How has Elder involvement with schools changed over time? What was the rationale for hiring Elders as full-time advisors at the NDE when Nunavut was created? What were Elders’ roles in relation to curriculum and program development? How has Elder knowledge influenced policy? What else do Elders—keepers of knowledge from the past—bring to education in the present in a cross-cultural, multi-lingual, and quickly changing context? These peripheral questions come together in our central research question: What, and how, did Elders contribute to educational change at the territorial level in the years immediately following the creation of Nunavut?  \nIn Inuit society, Elders have been the holders and teachers of knowledge from the past, providing continuity in ways of knowing, being, and doing that support the development of capable human beings. They also offer knowledge about the past, carrying stories about events in the lives of their ancestors. Elder advic","cbCaiiiokuXAbqkY","https://ap.wps.com/l/cbCaiiiokuXAbqkY","pdf",394358,15,"English","# Abstract\n# Introduction\n## Background on Elder involvement in Inuit education\n## Research questions and central focus\n## Elder knowledge, continuity, and institutional constraints\n## Challenges of integrating knowledge into policy and schooling","[{\"question\":\"What is the article’s main focus regarding Elders and education in Nunavut?\",\"answer\":\"It examines what Elders contributed to educational change at the territorial level shortly after Nunavut’s creation, and how their roles and knowledge shaped policy and materials.\"},{\"question\":\"When did Elder instruction in Nunavut begin, according to the text?\",\"answer\":\"Elder instruction facilitating language and cultural content began as early as the 1970s in some Nunavut communities, and teaching positions for Elders expanded in the 1990s.\"},{\"question\":\"Why does the article emphasize the difference between traditional knowledge transmission and school-based settings?\",\"answer\":\"It notes that institutional schedules, large group sizes, and classroom structures may limit practice-oriented learning, requiring Elders and collaborating staff to plan and adapt while maintaining authenticity and relevance.\"}]","Inuit Elder Policy Guidance for System-Wide Educational Change in Nunavut, 2000-2013 - Analysis | PDF",1792083863,38]