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To Educate or Not to Educate? Canadian Discourses Concerning Inuit Schooling From the 1930s to the 1950s
Author(s) -
McLEAN SCOTT
Publication year - 1995
Publication title -
journal of historical sociology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.186
H-Index - 26
eISSN - 1467-6443
pISSN - 0952-1909
DOI - 10.1111/j.1467-6443.1995.tb00086.x
Subject(s) - conceptualization , modernity , state (computer science) , capitalism , political science , sociology , gender studies , law , philosophy , linguistics , algorithm , politics , computer science
In the middle of this century, Canadian state representatives transformed their conceptualization of the relationship between Inuit, education, and modernity. In the 1930s, Inuit were seen as destined to remain collectively insulated from the modem world, and education was considered either insignificant or dangerous. By 1955, Inuit were seen as destined to become fully modern citizens of Canada, and education was considered a moral and practical necessity. This discursive reversal was a response to the process of state formation in Northern Canada, and not an outcome of the changing functional requirements of global capitalism.