Publikationer

Previous social and public health research has documented a range of issues concerning vulnerability in different groups that could be target groups for vulnerability prevention actions. A research collaboration between Red Cross Greenland (Kalaallit Røde Korsiat), Red Cross Iceland and the University of Greenland has partnered to, through mixed methods studies, identify potential vulnerable groups in Greenland. Red Cross Greenland will use the study as an indication of where to proceed with future social action. From a research point of view, we get a national perspective of which groups the geographically wide spread Greenlandic population across social classes perceive as the main vulnerable groups.

MIXED METHODS
The main research instrument of the vulnerability study is a questionnaire which was applied to a representative study including 1.000 respondents (total adult population: 40.000). This was combined with focus group interviews: 8 different focus groups across the country. Finally, we reached out, nationwide, to formal and informal experts to get their perspectives on vulnerable groups.

The joint research effort has accumulated a substantial amount of data on ‘vulnerability’ in different formats (including both quantitative and qualitative data), and gathered by applying different research methods. The data enable us to identify, analyse conditions and perceptions of vulnerability and, furthermore, discuss public as well as volunteer sector strategies and approaches towards vulnerable groups.

This paper presents a case study on distance teaching in a school in Greenland. Data from work on Grounded Theory is used to investigate ways of utilizing distance teaching in the school. The analysis draws on a prevalent perspective on distance teaching as providing access to education. The perspective combines with Michel Foucault’s concept of “governmentality”.

I will show how progressive possibilities are not necessarily to be found in ICT-driven distance teaching. Pedagogical drivers operate behind the choices of ICT equipment and ICT solutions which, in this case, brings ICT under the command of a less progressive pedagogical agenda.

As I will show, the commitment from the municipality and from the teachers was to use distance teaching and ICT for conventional schooling. The case lays the ground for a discussion on the progressivity of distance teaching and the use of advanced ICT solutions in schools. My aim with the paper is to add to the understanding of the scope of distance teaching in schools. Does ICT and distance teaching serve progressive ends per se? What do we learn about distance teaching from this setup in the school in Greenland?