Tukisiven: Nunatsiavummiut Share Their Experience of Participating in a Nova Scotia Community College Child and Youth Care Diploma
KeywordChild and Youth Care, Interpretative Phenomenological Analysis, Inuit, Post-Secondary Education, Nunatsiavut
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AbstractIt is well documented that there are gaps in the research related to Inuit education and to Child and Youth Care (CYC) pre-service education. Interpretative Phenomenological Analysis was used to explore the experience of 4 Nunatsiavummiut who graduated from a Nova Scotia Community College with a diploma in CYC. Three superordinate themes and seven subordinate themes were interpreted with the Nunatsivummiut participating as co-inquirers. The first superordinate theme was powerful emotions; subordinate themes were identified as passion, doubt, and balance/unbalance. It was clear through the analysis of the interviews that the Nunatsiavummiut stayed engaged in a two-year college diploma because they were passionate about working with young people and they wanted to know more about how to do this better. They did find the programme overwhelming at times and doubted if they could stay and complete it. For a variety of reasons, throughout the diploma, the co-inquirers all experienced a sense of shifting between a need for balance and yet feeling unbalance. The second superordinate theme was Our Land, Our People. The subordinate themes were shared purpose, and what I knew, I knew. It was interpreted that their knowing of Nunatsiavut and Nunatsiavummiut was shared collectively and supported them to know what they knew. They experienced having a shared purpose through the course work and the goal to support Nunatsiavummiut children, youth, and families. They were inspired and motivated by each other and learned together towards a common goal. The third superordinate theme was empowered to advocate, I have voice. With subordinate themes identified as heard and supported, and transformed. They felt that they were heard and supported and experienced this as being empowered to have voice; they perceived that their responsibility with this voice was to advocate for themselves; their communities; children, youth, and families from Nunatsiavut; other Nunatsiavummiut; and for the profession of CYC. A deepened understanding of the experience of Nunatsiavummiut participating in CYC pre-service education in a post-secondary environment will enhance confidence for educators and policy makers that their decisions are supporting student engagement and success. This information may assist potential students in making increasingly informed decisions about post-secondary education programmes.
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