From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education
Résumé
Adult 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.
Statistiques
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un article, veuillez communiquer avec la directrice de la publication.