Publikationer

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

Communication | Formidling

This is a presentation of an action research project, where I in collaboration with teachers and schools develop a Greenlandic approach to Education Outside the Classroom (EOtC). Traditional Greenlandic Inuit use of land and nature, e.g., hunting, fishing, dog sledding and harvesting of herbs and be… This is a presentation of an action research project, where I in collaboration with teachers and schools develop a Greenlandic approach to Education Outside the Classroom (EOtC). Traditional Greenlandic Inuit use of land and nature, e.g., hunting, fishing, dog sledding and harvesting of herbs and berries are included as learning activities in school as a foundation for interdisciplinary teaching. Studies and evaluations have shown that teaching in Greenlandic Elementary School mostly is in-classroom and book-centered. Surveys have revealed that students find that boring and de-motivating, and what happens in school does not feel relevant for the life they know outside school. The Greenland Society is build as the Nordic welfare system with free education, but only 60% of Greenlandic Youth have no education except elementary school at the age of 25 years, and they represent 80% of the unemployed in that age group. That is a problem both for the individual that faces lost opportunities and loss of life quality, and it is a problem for Greenland, that has a high need of educated workforce. This study investigates whether school can become more appealing and relevant for the students, if the pedagogy is more place-based and culturally responsive, and more outdoor and hands on activities are included in school. Experience and studies international indicate that this kind of pedagogy can counter the feeling of alienation and de-motivation for school, especially among indigenous students. I will present a case study of a school class for children with special needs in a Greenlandic elementary school, where Culturally Responsive Education Outside the Classroom (CREOtC) is practised by using hunting and other traditional use of Greenlandic nature as a foundation for interdisciplinary teaching. 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 a 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. My collaboration with Greenlandic teachers and schools in that field in on-going and working methods and experiences can also be presented and discussed at the conference. Læs mere