Publikationer

Teaching | Undervisning

Greenlandic art and history are closely intertwined and have influenced each other throughout the ages. Studying the art of a particular period or artist can provide valuable insights into the historical context, cultural values, and social dynamics of that time. Similarly, understanding historical… Greenlandic art and history are closely intertwined and have influenced each other throughout the ages. Studying the art of a particular period or artist can provide valuable insights into the historical context, cultural values, and social dynamics of that time. Similarly, understanding historical events can deepen our appreciation and interpretation of artworks created during those periods. This sample syllabus was taught in 2023, with the aim to explore the interconnectedness of art and history through the works of Kalaaleq (Greenlandic Inuit) artists. Students learned about a range of approaches that link historical research with art. The topics were selected by students using a method called “creating collaborative syllabus” at the beginning of the course (usually during the first week). The syllabus is a first step to use art and creative praxis as part of history teaching at Ilisimatusarfik, but may also be used as a starting point when teaching about Greenlandic art and history at other institutions. Feel free to adapt it as you wish! Læs mere

Research | Forskning - peer review

In this article, we present the history of social work education in Greenland, from a professional training school in 1985 to a university BA-level education in 2008 and onwards to the present day. Mainly, we discuss how the education of Greenlandic social workers continually reflects on the decolon… In this article, we present the history of social work education in Greenland, from a professional training school in 1985 to a university BA-level education in 2008 and onwards to the present day. Mainly, we discuss how the education of Greenlandic social workers continually reflects on the decolonising elements of the curriculum. Læs mere

Communication | Formidling - peer review

This personal narrative highlights the journey of an Inuk archaeologist from Kalaallit Nunaat (Greenland), driven by a sense of responsibility and a desire for change within the discipline of Archaeology. The narrative traces the history of impact of Danish colonization and the challenges faced by I… This personal narrative highlights the journey of an Inuk archaeologist from Kalaallit Nunaat (Greenland), driven by a sense of responsibility and a desire for change within the discipline of Archaeology. The narrative traces the history of impact of Danish colonization and the challenges faced by Inuit, particularly in the education system. The author emphasizes the need for inclusivity and adjustment in the education system to support Inuit students. She reflects on the role and history of archaeology in Kalaallit Nunaat from the 19th century, shedding light on its colonial roots and the marginalization of Inuit perspectives and contributions, and emphasizes the need for a shift in the discipline to center Inuit voices and perspectives. Throughout the narrative, the author provides a personal and reflective account and discusses her journey to becoming an Inuk archaeologist, and the challenges she faced. In overall, the author presents the importance of community involvement in archaeological research and the responsibility of researchers to respect community needs and knowledge, and her commitment to promoting Inuit perspectives and self-determination in the fields of Education and Archaeology. Læs mere

Research | Forskning - peer review

Unthinking historical thinking: lessons from the Arctic

In a 2017 book chapter on the continuing erasure of Indigenous epistemes in academia, the Sami scholar Rauna Kuokkanen posed an important question: is it acceptable for a site of learning to be so ignorant? Foregrounding Indigenous scholarship from the Arctic, this article examines the potential of… In a 2017 book chapter on the continuing erasure of Indigenous epistemes in academia, the Sami scholar Rauna Kuokkanen posed an important question: is it acceptable for a site of learning to be so ignorant? Foregrounding Indigenous scholarship from the Arctic, this article examines the potential of history education to address this question. Based on previous research on Arctic gender history and the coloniality of knowledge, I suggest a paradigm shift, in view of the new UNESCO Education for Sustainable Development framework (May 2021). The research investigates the challenges and opportunities that history education offers in terms of epistemic and cognitive justice within the context of Arctic memory cultures. The article concludes that much can be learned from (not about) Indigenous scholarship, which has long demonstrated a range of critical and sustainable methodologies that offer opportunities to seek epistemic justice and the restitution of cultural memory. Læs mere