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Slide #6 - Before I show you some of the research findings, lets try this own for size. . . This is how I see the problem of Inuit dropout: Putting the Edge back on Education.

Was it possible to dropout of ‘learning’ in the traditional life of the Inuit? A young person was instructed in the ways to survive and life in a harsh and challenging world. Dropping out was not an option in the traditional educational experience. It was a Learn or Die situation. Learn or Die Youth had to learn in order to survive. Not only did their learning affect their own survival, their success had an impact on the success of the entire community. Their success had an impact on the success of the entire community. How can we get the edge back on learning for today’s youth?

Slides #7 and 8-- Factors are also on handout:

Now here are the research findings on factors contributing to dropout. They are based on two areas of research:

  1. Native dropout (mainly Native American Indians of US and Canada) and
  2. the dropout as a general issue (not race based)

There is a lack of current research on the topic for Inuit in Canada.

To find specific factors relevant to Inuit dropout needs more study and could be a M.Ed. project all on it’s own.

 

Slide 9 - Clusters

This is a visual aid which groups the factors contributing to dropout into clusters (On a Handout)

  • CULTURE
  • COMMUNICATION
  • POVERTY
  • MOTIVATION
  • POOR ATTENDANCE MENTAL AND EMOTIONAL PHYSICAL ISSUES

Clusters and Connections: The overlapping circles in this diagram represent the interaction of the factors influenced by a combination of factors. The next step in making positive changes is to consider the factors to dropout with respect a plan of action. Usually a community decides to work on a few key areas to build awareness and momentum on an issue. Prioritizing the factors is an important step in community development.

Slide #10 So many Factors --

With the complexities of dropout, how can we possibly begin to make a difference?

My solution is to look at all perspectives to see how the various stakeholders can work to improve the dropout situation for Inuit students. My experience in Taloyoak and Netsilik School keeps this investigation rooted in the situation and issues relevant to here

 

 

 

 

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