Arctic Yearbook 2014 - Page 55

Arctic Yearbook 2014 55 Figure 5: Student Sharing Circles Thematic Map Findings indicated that the module’s first edition had limited effectiveness in empowering students to take active roles in shaping their communities and connect history to their identities. According to teacher surveys, half of classes sampled completed all 12 module activities; teachers reported insufficient time to complete course components. This was an obstacle to achieving learning objectives addressing civic and community engagement. Notably, half of all student research participants across all regions studied shared portions of their learning outside of class, as reported by students during focus groups. While there was broad consensus amongst students that their learning was important, many expressed deep uncertainty about what role they could play in reconciliation in the future, and in preventing harms from happening again. Other students felt that learning difficult history would play a role in shaping the future. Response to Preliminary Research Findings: Actions and Results The writing team used findings from the territorial pilot study to revise the teaching resource and develop a second edition of the module. One key aim was to enable teachers to complete all 12 activities with their students, towards developing students’ capacities to engage in future focused strategies in their communities. The module writing team’s adaptations included developing a Health Canada support video on how teachers can better care for themselves and their students in dealing with traumatic subject matter. The writing team also distributed a resource on engaging elders in the An Ethical Space for Dialogue About Difficult History