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

• Superior document: Springer Polar Sciences Series
• Author: Hirshberg, Diane B.
• TeilnehmendeR: Beaton, Mhairi C.; Maxwell, Gregor.; Turunen, Tuija.; Peltokorpi, Janette.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2023.; ©2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Series: Springer Polar Sciences Series
• Physical Description: 1 online resource (263 pages)

Table of Contents

Intro -- Contents -- Chapter 1: Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2: Adaptation Isnt́ Just for the Tundra: Rethinking Teaching and Schooling in Alaskaś 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 &amp -- 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 Peopleś 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 Swedenś Sami Peoples in Senior Secondary School -- 10.1 Introduction -- 10.2 A Short History of the Oppression and Displacement of Swedenś 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 Childrenś 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.