Education, Equity and Inclusion: Teaching and Learning for a Sustainable North

Contents
Chapter 1: Introduction: Education, Equity and Inclusion for a Sustainable North
Chapter 2: Adaptation Isn´t Just for the Tundra: Rethinking Teaching and Schooling in Alaska´s Arctic
2.1 Introduction
2.2 The Teacher Workforce
2.3 Conventional Policy Efforts to Fix the Teacher Pipeline Issues
2.3.1 Efforts to Prepare More Local and Indigenous Educators
2.3.2 Efforts to Retain New Teachers
2.4 Policy Efforts to Create More Culturally Grounded Practice
2.5 What Can Or Should Be Done? A More Critical Examination
2.6 The Impact of Colonization
2.7 Creating a Decolonized System
2.7.1 Shifting Control of Schooling
2.7.2 Grounding Schooling in Local Community Ways
2.7.3 Schooling to Reclaim and Create Systemic Change
2.8 Models and Finances
2.9 Summary
References
Chapter 3: The Role of Evaluative Thinking in Generating, Evaluating and Scaling Innovations in Learning: A Case Study of the ...
3.1 Literature Review
3.2 Methods
3.3 The Promise of Education - And the Challenges
3.4 Learning and Evaluative Thinking Based on the Legislation/Education Act - Intentions on Policy Level
3.5 School and Classroom Level
3.6 Regional Government and Municipal Council Level
3.7 Ministry and National Government Level
3.8 Is Learning a Priority on a System Level?
3.9 Learning and Evaluative Thinking in Practice - Evaluation and Monitoring with Different Purposes
3.10 What Is Measured and Monitored?
3.11 Different Interpretations on Key Evaluation and Monitoring Tools
3.12 Conclusions - a Perfect Storm of Dysfunction
3.13 Context Shapes (Evaluation) Culture and Conditions for Development
References
Chapter 4: Smi Teacher Education or Teacher Education for Smi Students? Central Cornerstones in Smi Teacher Education
4.1 Introduction
4.2 Approaches to Indigenous Higher Education
4.3 Method and Material
4.4 Smi Teacher Education
4.4.1 Language
4.4.2 Teaching Content, Teaching Perspective and Teaching Context
4.4.3 The Smi School Arena
4.5 Pedagogical Pathways in Smi Teacher Education
4.6 Caggit in Smi Teacher Education Lvvu
4.6.1 Smi Language
4.6.2 Smi Árbediehtu
4.6.3 Girjs Searvelatnja
4.7 Conclusion
References
Chapter 5: Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study Focusing on Saami and Sc...
5.1 Introduction
5.2 Background to Saami and Scottish Gaelic
5.3 Methodology
5.4 Saami
5.4.1 Education
5.4.2 Challenges
5.5 Scottish Gaelic
5.5.1 Policy Context
5.5.2 Education
5.5.3 Educational Challenges
5.5.4 Pedagogical Challenges
5.6 Discussion
5.6.1 Educational Challenges
5.6.2 Opportunities for Home and Community Use of Languages
5.7 Conclusion
References
Chapter 6: Policy Equity Contexts in Inclusive Education for Immigrant Children in the Faroe Islands
6.1 Introduction
6.2 Contextual Background
6.2.1 Role of Faroese Language
6.3 Theoretical Underpinnings
6.3.1 Inclusion and Social Justice in Education
6.3.2 Language and Identity Link
6.3.2.1 Language and Acculturation
6.4 Methodology
6.5 Analysis
6.5.1 Policy Context: The Integration Committee Report (2011)
6.5.1.1 Policy Text
6.5.1.2 Policy Consequences
6.5.2 Policy Context: The Faroese Education Law of 1997 (Revised in 1999 & 2000) with Reference to its Provisions for Immigran...
6.5.2.1 Policy Text
6.5.2.2 Policy Consequences
6.5.3 Policy Context: Executive Order No.144 on Teaching Faroese as a Second Language and Mother Tongue Teaching (Oct 6, 2020)
6.5.3.1 Policy Text
6.5.3.2 Policy Consequences
6.5.4 The UNESCO Framework of Analysis
6.5.5 Discussion
6.6 Conclusion
6.6.1 Significance of the Study
References
Chapter 7: Does it Matter Where You Live? Young People´s Experiences of Educational Transitions from Basic Education to Furthe...
7.1 Introduction
7.2 Context: Finnish Education System
7.3 Educational Transitions
7.4 Research Design and Settings
7.5 Results
7.5.1 Roles and Responsibilities
7.5.2 Social Relationships and Supporting Networks
7.5.3 Living Environment and Culture
7.6 Conclusions
References
Chapter 8: Personal and Ethnic Identity in Representatives of the Indigenous Peoples of the Russian Far North: The Nenets and ...
8.1 Introduction
8.2 Methods
8.3 Results for Nenets and Sami Youth
8.3.1 Results from Nenets Respondents
8.3.2 Results from Sami Respondents
8.4 Comparing Results for Indigenous Youth and Ethnic Russian Peers
8.5 Implications and Recommendations
References
Chapter 9: ``A Lesson Is Most Exciting [When] the Teacher Typically Explains Complex Topics´´: A Student Perspective on Public...
9.1 Introduction and Background
9.2 The Setting of the Survey
9.3 Theoretical Framework
9.3.1 Different Domains on Schooling
9.3.2 Experience of Schooling
9.4 Methods, Data and Limitations
9.4.1 Methods
9.4.2 The Instrument - Questionnaire Design
9.4.3 Data
9.4.4 Coding of Qualitative Responses
9.4.5 Limitations to the Study
9.5 Findings
9.5.1 Students´ General Perception of Schooling
9.5.2 Students´ Perception of Everyday Lessons in Greenlandic and Mathematics
9.5.3 Students´ Perception of When and Under What Conditions a Lesson Is Perceived as Either `Exciting´ or `Boring´
9.5.3.1 The Teacher
9.5.3.2 The Student
9.6 Conclusion and Discussion of Results
9.6.1 Implications
References
Website
Chapter 10: Teaching Social Sustainability and About Sweden´s Sami Peoples in Senior Secondary School
10.1 Introduction
10.2 A Short History of the Oppression and Displacement of Sweden´s Sami Peoples
10.3 Methodology
10.4 Theoretical Background and the Rationale for the Educational Plan
10.5 EYE for Sustainability
10.6 Learner-Centred Activities
10.7 Findings and Discussion
10.8 Misconceptions of Sami History
10.9 Increased Understanding of Sami Culture, Beliefs and Language
10.10 Conclusion
Appendix 1 Summary of Social Sustainability Unit
References
Chapter 11: Collaborative Pedagogies: Seeking and Finding Truth Within Indigenous Children´s Literature Through Multiliteracies
11.1 Introduction
11.2 Collaborative Practice and Multiliteracies Pedagogy
11.3 Research Design and Methods
11.4 Indigenous Knowledges and Multiliteracies Pedagogies
11.4.1 Situated Practice
11.4.2 Overt Instruction
11.4.3 Critical Framing
11.4.4 Transformed Practice
11.5 Teacher Collaboration
11.6 Implications for Teaching
11.7 Conclusion
References
Chapter 12: `Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion fro...
12.1 Introduction
12.1.1 Why Are We Writing Together?
12.1.2 The Differences and Similarities of the Two Nations
12.1.3 Teacher Education in the Faroe Islands
12.1.4 Teacher Education in Iceland
12.2 Literature Review
12.3 Methodology
12.4 Findings from the Document Analysis
12.4.1 Policy Findings from the Faroe Islands
12.4.1.1 The Status of Policies
12.4.1.2 Teacher Preparation for Working with Diversity
12.4.2 Policy Findings from Iceland
12.4.2.1 The Status of Policies
12.4.2.2 Teacher Preparation for Working with Diversity
12.5 Discussions
12.5.1 Similarities
12.5.2 Difference in Emphasis Between Countries
12.5.3 Implications for Policy Development
12.6 Conclusions
References
Chapter 13: A Walk on the Wild Side - On the Motivation of Immigrant Workers to Provide Public Service in Greenland
13.1 Introduction
13.2 Concepts and Theory
13.2.1 Sense of Community (SOC) and Sense of Community Responsibility (SOC-R)
13.2.2 PSM
13.2.3 Excitement Motivation (EM)
13.2.4 Center and Periphery
13.3 Method and Expectations
13.3.1 Research Design and Data
13.4 Analysis
13.4.1 Analysis I: Why Do Teachers Seek Employment in West/East Greenland?
13.4.2 Analysis II - Why Do Teacher Leave Their Positions in West/East Greenland
13.5 Conclusion
Literature
Chapter 14: Multi-grade Teaching in a Small Rural School in Northern Norway
14.1 Introduction
14.2 Theoretical Backdrop
14.2.1 Small Schools in Small Municipalities
14.2.2 The Education Act and the Right to Attend School
14.2.3 Adapted Education and Inclusion
14.2.4 `Social Learning´ in the Norwegian Core Curriculum
14.2.5 The Norwegian Subject Curriculum
14.2.6 Useful Didactical Tools in Multi-grade Teaching Practice
14.3 Method
14.3.1 Field Work
14.3.2 Limitations
14.3.3 Analysis
14.4 Results and Discussion
14.4.1 Student Group Formation/Subject Organizing
14.4.2 Teachers´ Overview of Personal Working Plans
14.4.3 Peer-Learning
14.4.4 Social Learning
14.5 Scholarly Significance
References
Chapter 15: Fostering Professional Development for Inclusive Education in Rural Iceland: A Collaborative Action Research Proje...
15.1 Introduction
15.2 A Whole School Professional Development Approach
15.3 Collaborative Action Research Design
15.4 Findings
15.4.1 Prologue
15.4.1.1 First Encounters
15.4.1.2 Planning the Course
15.4.2 Action Stage
15.4.2.1 The Honeymoon
15.4.2.2 Emerging Challenges and Opportunities
15.4.2.3 All´s Well that Ends Well
15.4.3 Epilogue
15.5 Discussion
15.6 Conclusion
References
Chapter 16: Southern Reflections on Education Toward a Sustainable North
16.1 Introduction
16.2 In this Place
16.3 Spaces for Embedding and Enacting Educational Equity and Inclusion
16.4 Conclusion
References