Publikationer

Research | Forskning - peer review

I denne artikel bliver læseren inviteret med på en rensdyrjagt med en ung pige anbragt udenfor hjemmet i Grønland. Rensdyrjagten bliver brugt som pædagogisk værktøj til at styrke selvværd og give positive oplevelser hos den unge. Via observationer og fotos fra jagten, inddragelse af forskning på fel… I denne artikel bliver læseren inviteret med på en rensdyrjagt med en ung pige anbragt udenfor hjemmet i Grønland. Rensdyrjagten bliver brugt som pædagogisk værktøj til at styrke selvværd og give positive oplevelser hos den unge. Via observationer og fotos fra jagten, inddragelse af forskning på feltet og samtaler med pædagogen, der også fungerer som jagtguiden, beskriver denne artikel, hvad der sker, og hvad hensigten er med lade jagt og andet naturbrug være en del af det pædagogiske arbejde med udsatte børn og unge i Grønland. Selve jagten er en del af et samlet forløb, hvor den unge forinden har forberedt sig på jagten ved bl.a. at lære om jagtdyret og sikkerhed i fjeldet, trænet at bevæge sig lydløst i terrænet, våbenhåndtering og skydefærdigheder, og lavet redskaber, der skal bruges i forbindelse med jagten. Efter jagten deltager den unge i partering og tilberedning af kødet og lærer at udnytte alt på dyret. Den autentiske brug af naturen i det pædagogiske arbejde, virker på flere planer: 1) Den unges oplæring og inklusion i egen kultur, 2) Færdsel i naturen som middel til mental og fysisk sundhed, 3) Mestringsoplevelse og tro på egne evner, 4) Deltagelse i et forpligtende fællesskab, 5) Kompetence i at kunne bidrage til selvforsyning, 6) Viden om naturen og jagtdyrene. Den pædagogiske praksis kan opfylde den unges grundlæggende psykologiske behov for at bidrage, føle autonomi, kompetence og forbundethed, og kan vise vejen mod en arktisk/grønlandsk pædagogik. Læs mere

Research | Forskning - peer review

Background: This literature review explores empirical studies of Culturally Responsive Education Outside the Classroom (CREOtC). It informs future K-12 education research and development in Greenland. CREOtC encompasses outdoor place-based and land-based education and aims to provide quality educati… Background: This literature review explores empirical studies of Culturally Responsive Education Outside the Classroom (CREOtC). It informs future K-12 education research and development in Greenland. CREOtC encompasses outdoor place-based and land-based education and aims to provide quality education for Indigenous and rural students. Methods: The review covers research published between 2000 and 2024 of empirical studies of K-12 school-based outdoor education in Indigenous and arctic communities. Results: It identifies 29 studies demonstrating that CREOtC fosters authenticity and connection between school and place, thus making education relevant for students. Valuing culture and local knowledge made students feel competent and empowered, thereby strengthening their Indigenous identity and fulfilling students’ basic needs according to Self-Determination Theory. This promotes motivation and learning. Conclusion: Critical Pedagogy of Place is a prevalent framework for CREOtC in Indigenous education, and when addressing issues connected to the More Than Human World, it aligns with Systemic Sustainability Education, offering a path for Indigenous communities to enhance educational levels and support a sustainable future. Most studies were qualitative, single cases that lacked evidence of lasting improvements, highlighting the need for quantitative and long-term studies. Strict national curricula and insufficient resources to support teachers were (in some cases) a hindrance to the implementation of CREOtC, as implementation calls for more flexibility and teacher support. Læs mere

Research | Forskning - peer review

Kalaallit Nunaat (Greenland) faces a shortage of qualified professionals, making educational improvement a national priority. Yet research reveals persistent challenges in academic achievement and pupils’ motivation within Greenlandic primary schools, where book-based, in-classroom teaching predomin… Kalaallit Nunaat (Greenland) faces a shortage of qualified professionals, making educational improvement a national priority. Yet research reveals persistent challenges in academic achievement and pupils’ motivation within Greenlandic primary schools, where book-based, in-classroom teaching predominates. This study reports findings from an action research project exploring the potential of Education Outside the Classroom in a Greenlandic primary school. During a period of over 14 months, the researcher collaborated with teachers to develop, implement and evaluate Education Outside the Classroom designs. Analysis of teaching plans, observations, field notes, and semi-structured interviews with 18 pupils indicates that integrating outdoor experiences with classroom theory fostered intrinsic motivation through authenticity, physical activity, and positive peer relations. However, inadequate planning reduced motivational benefits, underscoring the need for careful design and sustained teacher support. High teacher turnover further emerged as a challenge, highlighting the importance of addressing teacher recruitment and retention in Greenland's small, remote communities. Læs mere

Research | Forskning - peer review

This article presents a case study of a school class for children with special needs in a Greenlandic elementary school, where education outside the classroom (EOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. The stud… This article presents a case study of a school class for children with special needs in a Greenlandic elementary school, where education outside the classroom (EOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. The students live in a residential institution because they have been exposed to neglect and traumatic events at home. That has caused that they have been relocated from their family and hometown and have changed school. The study examines how students respond to school, when hunting, the Greenlandic dog sled and traditional use of Greenlandic plants are used in the school’s lessons. Observation and interviews show that this form of teaching motivates students and have at positive impact on their academic performance and social and personal development. Mastery experiences, authenticity, a smooth room and positive relationships between teacher and student as well as between students are important elements in this positive experience of school. The research can provide inspiration for a pedagogy in the Greenlandic elementary school that creates motivation and interest for school. It would be relevant to study if this way of practice EOtC will have any long-term effect on the students. This article is a translation of the article written in Danish “Kulturtradition, jagt og naturbrug i en grønlandsk specialklasse – udeskole der motiverer” (Føns, 2022). The article has been peer reviewed and published in the Danish research journal “Pædagogisk Psykologisk Tidsskrift”. The translation and publication are approved by the editor of Pædagogisk Psykologisk Tidsskrift. Læs mere

Research | Forskning - peer review

Kulturtraditioner, jagt og naturbrug i en grønlandsk specialklasse - udeskole der motiverer

This article presents a case study of a school class for children with special needs in a Greenlandic elementary school, where education outside the classroom (EOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. The stud… This article presents a case study of a school class for children with special needs in a Greenlandic elementary school, where education outside the classroom (EOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. The students live in a residential institution because they have been exposed to neglect and traumatic events at home. That has caused that they have been relocated from their family and hometown and have changed school. The study examines how students respond to school, when hunting, the Greenlandic dog sled and traditional use of Greenlandic plants are used in the school’s lessons. Observation and interviews show that this form of teaching motivates students and have at positive impact on their academic performance and social and personal development. Mastery experiences, authenticity, a smooth room and positive relationships between teacher and student as well as between students are important elements in this positive experience of school. The research can provide inspiration for a pedagogy in the Greenlandic elementary school that creates motivation and interest for school. It would be relevant to study if this way of practice EOtC will have any long-term effect on the students. Læs mere

Research | Forskning - peer review

The development project The Teacher Student as Educational Designers was initiated in 2018 at the Teachers’ Training College (TTC) at University of Greenland, aiming to increase the teacher students´ competences as educational designers with a focus on teaching adults. During the project, students w… The development project The Teacher Student as Educational Designers was initiated in 2018 at the Teachers’ Training College (TTC) at University of Greenland, aiming to increase the teacher students´ competences as educational designers with a focus on teaching adults. During the project, students were involved in planning, execution, and evaluation of teaching at TTC, and participated in reflections and dialogues in student teams. The project was based on the assumption that teaching competence is developed through reflections at three competence levels, cf. Erling Lars Dale, and that students´ motivation is increased when three basic psychological needs are met cf. The Self-Determination Theory (Ryan & Deci, 2000). The findings presented in this article are based on 41 students´ answers in a standardized qualitative evaluation form, and the four authors’ reflections on the project. The students’ answers were analyzed based on Anja Gabrielsen’s approach to Constructing Grounded Theory (Gabrielsen, 2018). The students’ answers underlined six categories: Group work, Teachers competencies, Dissemination promotes professional understanding, Language of instruction, Peer to peer, Body and learning and Second order pedagogy, indicating which educational design competences the students´ were developing through the project; relational competence, classroom management competence and educational design competence, respectively. The project also contributed to the development of teacher identity and increased the teacher students’ ability for reflection, both in relation to their own learning, different roles in group work, teaching of fellow students as well as reflections on second order pedagogy. The pedagogical space provided by the development project supported the teacher students to work at Dale’s three competence levels. The project allowed for co-creative teaching and an open framework for the educational design, which increased the students´ teacher competences and motivation. Læs mere