Biculturalism in Postsecondary Inuit Education

Abstract

This study surveys a group of first-semester postsecondary (CEGEP) Inuit stu­dents living and studying outside their home communities in the Montreal area. The cultural identity of each student is analyzed at the beginning of the research study and two subgroups of Inuit students are determined. The responses of the two subgroups are compared with each other to sketch a preliminary model of each subgroup of Inuit students. Results of the study argue in favor of the bi-cultural and bilingual model presented in the literature concerning Aboriginal and minority education and practiced by the Kativik School Board's dual mandate.