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An Ethical Space for Dialogue about Difficult History: Fostering Critical Thinking Amongst Students in Canada’s Northwest Territories & Nunavut

The territorial education departments developed a mandatory curriculum module regarding the history and legacy of the Canadian governments’ former policies of assimilation, and forcible removal of Indigenous children from their families to residential schools. This article presents a study conducted in collaboration with the territorial departments of education in the Northwest Territories and Nunavut, evaluating the curriculum initiative. It examines how Northern Canadian youth connect difficult history with their identity, and become capable of and committed to community and civic engagement in their own lives.

Published in peer-reviewed journal, Arctic Yearbook.