Literacy Instruction in Nunavut – Initial Findings


  • A. Katharine Bartlett University of New Brunswick


The Nunavut Department of Education adopted a new literacy framework during the 2014/2015 school year. The purpose of this research study is to collect the experiences of Nunavut educators about literacy instruction in the bilingual (Inuktut and English) context of Nunavut. The intention is that this will provide insights into the on-going implementation of the literacy framework and inform the implementation of future educational initiatives. To embrace a balanced borrowing of Western and Indigenous research paradigms and methods, grounded theory guided by a theoretical perspective of social constructionism and Inuit Societal Values was selected as the methodology. Data are being collected using a survey, interviews, and talking circles (focus groups). Currently 55 educators have completed the survey and 2 interviews have taken place. This paper will review the data collected to date, discuss emerging themes, and consider next steps.

Author Biography

A. Katharine Bartlett, University of New Brunswick

A. Katharine Bartlett is a Ph.D. Candidate in the Faculty of Education at the University of New Brunswick. She holds a B.A. from the University of Manitoba, a B.Ed. from Queen’s University, and a M.Ed. from UNB. For the past twenty years she has worked in Nunavut holding a variety of roles at both the system and school level. Her doctoral research focuses on uncovering the lessons that can be learned about literacy instruction in a bilingual environment and the implementation of educational initiatives in Nunavut.



How to Cite

Bartlett, A. K. (2022). Literacy Instruction in Nunavut – Initial Findings. Antistasis, 11(1). Retrieved from