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1 Aviâja Egede Lynge, Work-shop for AFN Youth & Elders Oktober 2011 Reforming Education in Greenland: Recognizing the Culture and Identity of Greenlandic.

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Presentation on theme: "1 Aviâja Egede Lynge, Work-shop for AFN Youth & Elders Oktober 2011 Reforming Education in Greenland: Recognizing the Culture and Identity of Greenlandic."— Presentation transcript:

1 1 Aviâja Egede Lynge, Work-shop for AFN Youth & Elders Oktober 2011 Reforming Education in Greenland: Recognizing the Culture and Identity of Greenlandic Children As a former colony of Denmark, Greenland has followed the Danish School system for over 250 years. In 2002, the first law including culture & identity of greenlandic children was approved. Which reform efforts that have been initiated in order to fulfill the new law. Focus on further education of public school teachers, results, experiences and challenges.

2 2 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Facts about Greenland 56.000 people spread in 2,166.086 km2 89 % born in Greenland 83% of population lives in ’bigger cities’ 10.200 pupils in the public school High rate of young people don’t start further education High rate of drop-outs Mostly women taking higher education 66% basic training education, 22 % short-termed education, 12 % higher education

3 3 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Culture & Language 4500 years – Inuit culture First language Greenlandic/Inuit – Danish language domination at institutions Cultural variation among regions/cities/settlements Difference between East and Vest Hunters, fishermen, services Difference in generations cultures Changing family patterns and more individualistic orientation Strong socialisation between family/collectivistic norms in homes – opposite in institutions View of Culture influenced by Europe and history books written by people outside Greenland

4 4 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Colonial history & lack of decolonization 1721: Hans Egede 1953: Assimilation with Denmark 1953-1979: Cultural assimilation process 1979: Home Rule Government – political and (partly) economic decolonization 2009: Self Government Lack of mental/cultural decolonization

5 5 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Reform background 1998: Project group in Inerisaavik to start up school reform ”Atuarfitsialak” – ’Worlds best school’ 1999: Conference1 with participants representing whole Greenland. Setting up of 4 working groups to work with: 1.Content, norms, frames for childrens learning and teaching 2.Structure, organization of school and its collaboration with the society 3.Teachers and leaders 4.Management and economy 2000: Conference2: new law proposal

6 6 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Reform background Conference conclusion: To strengthen the pupils own culture and identity and let them be able to take part in local society and the international world. Take part in the development of the pupils democratic way of thinking and teach them to be aware of their own rights. Take part to strengthen the pupils personal and social development og encourage their self-worth, sense of responsibility, respect and tolerance to other people. To prepare the pupils for higher education and life long learning

7 7 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland The new law and it’s differences from former laws School Act 1905: ".. to bring up the Greenlanders, develop their intellectual abilities, increase their skills in the entire developing.“ School Act 1950: “..pupils get technical knowledge keeping abreast of Danish pupils in Danish schools. Division into classes in dual-language school.A-classes: Teaching in Greenlandic language. B-classes: Teaching in Danish language. School Act 1967 Adapting to the Danish school law School Act 2002: Chapt.2, 5: ”...shall create the basis for the pupil’s development og his/her knowledge about and understanding of his/her own social identity, culture and values…”

8 8 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Example of cultural assilimilation – 1950-1970 Experiment 1951: 22 children sent to Denmark: Show documents Over 4000 children sent to Denmark Danish school in Greenland – cultural assimilation

9 9 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland The new law and its differences from former laws

10 10 Skills Culture & society Inua Feelings Skills Whole person Goal

11 11 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Reform Objective That all children through learning and social, cultural and personal development have the opportunity to contribute to the improvement of their and others' quality of life A Systematic school reform to eliminate educational, social and cultural disparities Based on clear performance standards and sociocultural, historical, and institutional factors that shape human functioning Research-based reform

12 12 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Reform based on performance standards To strengthen the pupils learning in classrooms and to improve teachers instruction Previous reforms were based on legislators and the civil servants common ideology Reform is build on research on indigenous and colonized populations

13 13 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Implementation efforts Further Education of teachers & Adm. Professional Development courses In-service training of Teachers & Adm. Coaching of Teachers & Adm. Educational Research and Evaluation Seminars, Colloquia, and conferences Development of Curriculum & Learning Materials

14 14 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Example1. of Research used: William G. Demmert Definition of cultural based education: 1.Recognition and use of Native languages as the language of education 2.Pedagogy in which teaching strategies are congruent with the traditional culture as well as contemporary ways of knowing and learning 3.Curriculum that is congruent with the culture of the community 4.Strong Native community participation in educating children 5.Use of traditional knowledge and social and political mores of the community

15 15 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Example2. of Research used: Roland Tharp Teacher behaviour change to: Home-school match Culturally compatible education Culturally relevant instruction CREDE- standards used in training of teachers ( ex: contextualization, modelling)

16 16 Implementation through collaboration Classroom Department School Municipality

17 17 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Teaching content and organization

18 18 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Pedagogical principles The pupils should set goals for their learning and prepare action plans The pupil participates in implementing the evaluation of their own learning goals and action plans

19 19 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Further Education Programmes Research-based development of education in Greenland Theory-practice oriented To give teachers skills in order to fulfill new school Act

20 20 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Type of students Inuit and few danish people Most born in the 1950-60´s and 1970’s From whole Greenland, cities, villages Non academic but trained in traditional teacher training school Mostly women Most having families Mostly speaking Greenlandic and some Danish School leaders and municipalities decides who should have a further education

21 21 Semester 1 Year 1. Academic Diploma General Pedagogy; Didactics or School leadership Semester 2 Semester 3 Year. år Master in Education or curriculum studies Generel pedagogy or Didactics Semester 4 Semester 5 Year 3. Master of Arts in Education or curriculum studies. Generel pedagogy or Didactics Semester 6 3. årPh. D.

22 22 Year 1: 1)Educational anthropology (10 ECTS) 2)Theory and practice in coaching (10 ECTS) Year 2: 3) Effective pedagogy (10 ECTS) 4) Studies in Learning & Development (10 ECTS) Year 3: 5)Studies in the School Reform (10 ECTS) 6)Action Research Total: 60 ECTS Academic Diploma in general pedagogy Institute of Learning Processes

23 23 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Example: Educational anthropology & pedagogy in relation to Greenland ”Kiap isaanik?” – ”In whoose eyes” Critically examination of own teacher role Cultural diversity Research methods Strengthen teachers own identity – to strengthen childrens identity and self-worth Stereotypic views on culture Norms & values Inuit communication vs. European communication forms Judging criterions

24 24 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Stereotypes…

25 25 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Experiences from teaching Anthropology of Education When our history and identity are being used, students goes through emotional processes, often strong When cultural norms, values and greenlandic language are used in the teaching, students get a stronger self-confidence, personally and their academic skills progresses Level of drop-outs decreasing/among teacher students

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35 35 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Status Around 100 students at the moment Graduated students: 137 Academic Diplomas 32 Master in Education 12 Master of Arts in Education

36 36 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Results -1 It is a process We have much data about teachers and children, where they are Experience in changing teacher behaviour Teachers gaining motivation and self-confidence, new skills (School Act requirements) Children begin to get higher self-confidence (saqqummersinnaaneq oqalunnerlu, imminullu ilasimaarinerullutik)

37 37 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Results -2 Reform and new School Act is coherent with Self-government Young people less withdrawn First results in Math shows progress Children started to read earlier

38 38 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Difference from Scandinavian school reforms Reform through children Nation-building In Scandinavia through teacher training schools

39 39 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Experiences & challenges -1 Most teachers from 1950-60’s. Their mediation derived from colonial thinking and methods New young teachers expected to follow old institutional school cultures Teachers (also) need to be taught in a culturally appropriate way

40 40 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Experiences & challenges -2 Teachers often needs to face their own traumas and lack of self-confidence – lack of metal decolonization Danish or Danish-oriented teachers viewing greater attention on culture as lowering the level of curriculum Cultural differences – reform workers and schools

41 41 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Experiences & challenges -3 Still need for a common definition/understanding of ’culture’ in education (Ex: focus on tangible culture) There is a need to shift focus to intangible parts of culture (pedagogy, values, norms) Much attention has been given to language as being a ’cultural bearer’ in itself – not in terms of pedagogy Need to develop appropriate evalution methods

42 42 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Experiences & challenges -4 Ongoing ’fight’ to keep money for the reform The wishes for quick changes – need for a broad understanding that it’s a long-termed process and change in society University fusion – requires uniform European standards (language, pedagogy, curriculum) It requires a lot of work to make the teachers academic (collectivistic vs. Individualistic) Use of coaching shows best results – requires a lot of personal encouragement and empowerment Teacher training school’s participation Research is needed

43 43 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Challenges: New evaluation forms Resistance to new test/evaluation forms that focuses on ”where the child is” in order to use it for pedagogical tools Cliff between pupils own evaluation and how to be used in the teachers planning School leaders, local politicians and teachers resistance and lack of knowledge in how to use the tests – use to European forms

44 44 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland General challenges in society for reform to be successfull Our history: Still tabooed. Past hurts. Entry requirements for education European skill oriented The effect of cultural assimilation in society Many parents still used to give the responsibility to schools

45 45 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Education as decolonization - Experiences Shifting power relations creating power struggles Education reform needs to be closely connected to higher education (High schools, teacher training school, all further educations) Only 15 % continues after public school and the entry requirements are European

46 46 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland Closing Connection between colonial influence on ethnic identity and education…. Greater recognition the culture and identity of Greenlandic children is one possible way to mental decolonization and greater self-worth Education has a strong identity making factor Not an anti-Danish programme, but goal is to go within oneself and to be able to accept others

47 47 Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland


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