Digitalisation, and expanding digital infrastructure has given rise to new pedagogical approaches and practises that involve making use of the internet. In the development of this literature-based article, we examined Arctic online education from a holistic perspective, adopting broad definitions of online learning environments and teacher education. The aim of this paper is to map and analyse the state of knowledge regarding the digital transformations of practices and conceptualisations in teacher education and educator training in the Arctic, as we sought to answer the following research question: What is Arctic in online teaching and learning in teacher education and educator training? Our methodology consisted of a scoping review of peer-reviewed papers published between 2003-2023. Through a qualitative content analysis, we explored definitions, perspectives and positions that emanated from the literature. Viewed through the lens of postcolonial theory, our findings and discussion surface important points of ‘difference’ (Verran, 2013) between Indigenous pedagogies, which are a central part of the Arctic-ness, and technological advances that enable online and distance learning, namely: Rootedness And Fluidity; Continuity of the Story And Fragmentation; Preservation And Transformation; Traditional Seeing And (Western) Frameworks, which we argue should be a key feature of conversations within this field.
The aim of the presentation is to discuss the transformation of indigenous education from the perspective of indigenous teachers so that the indigenous culture becomes the point of departure in such education. I will examine this from the perspective of a critical utopian action research project in Sámi preschools and schools. The paper will focus on indigenous teachers’ experiences of indigenous school transformation and the realisation of transformation activities. The transformation activities took place together with teachers, children/pupils, parents and elders. The theoretical points of departure were taken from Smith’s theory of indigenous research and Banks’ theory for the integration of multicultural content in teaching, which is also discussed from the perspective of the concept of intercultural education. Further, Bernstein’s recontextualisation theory is used. The study also draws on Lipka’s previous research in Alaska. The study was divided into three parts. Part one was based on teachers experience concerning transforming the education from a cultural perspective. Part two focused on performed transformation activities. The activities were implemented through cultural thematic work, through typical school activities with cultural elements or through activities where the culture served as the basis for education. In part three teachers expressed their experiences after the transformation activities. The result from the study showed that the teachers’ challenges initially were focused on external obstacles, but finally the external obstacles were described as internal to a higher degree. The teachers expressed a change from problem- to possibility-oriented and they became active transformation agents. The process made decolonisation visible.
The purpose of this licentiate thesis is to study mathematical cultural knowledge within the sámi culture. The study describes and analyzes how sámi handicrafters and reindeer herders express their mathematical thinking, and how they express the learning of the mathematical cultural knowledge. The learning will be analyzed from the point of learning within a cultural context with focus on the mathematical knowledge, and knowledge transforming trough generations.The empirical study is collected through qualitative interviews and literature study. The results are based on 10 interviews with sámi handicrafters and reindeer herders. The Sámi handicrafters and reindeer herders were chosen by me trough personal contacts. The persons are from the communities of Kiruna, Gällivare and Jokkmokk. The choice to focus on sámi handicrafters and reindeer herders are from my experiences from an earlier study. The interviews are recorded with recorder, video or by notes. The interviews were conducted according to two strategies. There strategy one focused on the persons´ life story. The person was asked to tell about her/his life from an yearly base. The second strategy was based on a question form with guiding questions.The results are presented in seven categories, Alan Bishop's sex activities: counting, locating, measuring, designing, playing and explaining, and a category: knowledge and learning. The results and, and a category: knowledge and learning. The results show that there are several conceptions for the reindeer herds according to the approximate number of reindeer in the herd. The special reindeer are used as an aid for the counting or approximation, and as an aid for the localisation of reindeer. The numbers of marked reindeer calves are counted trough marks on a wood-stick, by parts from the ear of the marked calves', or by notes on a paper. Locating in the nature is by well-known objects in the nature, by the wind, or by the rivers. The cardinal points are after the landscape, after the rivers or lakes, and the valleys around them. The measurements and measure methods are based on the body. The learning is based on encouragement and involvement in the work. For the learning are the stories important and the explaining or instructing. It is important to develop a close relationship to for example the nature and the reindeer. It is also important to let the children feel that the adults need their help with chores. It does not matter if the children makes mistakes, but it is important to try to do the chores orderly.The results are discussed within an Ethnomathematical or Multicultural Mathematics context, from an Indigenous perspective with Decolonizing, and in connection with the Sámi education in mathematics.
The paper is an attempt to discuss a multi-cultural view of mathematics or mathematical thoughts in connection to the education in mathematics in the Sámi Schools. The discussion takes its start from a research-project where the aim was to describe and analyze mathematical thought within the Sámi culture. The research already indicates that there are diff erent conceptions within the Sámi culture, which could be used in the education in mathematics in the Sami schools.
In the following chapter, I will show how the use of outdoor days in a particular school resulted in increased learning, where, among other things, knowledge of languages, culture and specifi c fields, as well as positive health-benefiting and psychosocial factors, play a part. This text is the result of conversations with the teachers Britt-Inger Baer, Hanne Sofie Brandsfjell, Elsy Labba, Katarina Spiik Skum and Margareta Åstot, and visits to the Sami school in Jokkmokk. In this chapter, the concrete work with outdoor days in the school is related to Sami education and the Sami language, based on being bilingual or multilingual, nature as a learning environment, outdoor teaching, and the concept of traditional knowledge.
The aim of the present thesis is to describe, analyse and try to understand transformation of education in mathematics from a teacher perspective so that a Sámi perspective becomes the point of departure of the education. The thesis work was conducted as an action research project with focus on teachers' perspective on transformation and implementation of transformation activities in mathematics. Theoretical points of departure were taken from Smith's theory of indigenous perspectives, Banks' theory for integration of multicultural and intercultural content in the teaching, and Bernstein's recontextualisation theory. The study is located among the research areas of cultural context, education and mathematics didactics. The background of the thesis is Jannok Nutti's licentiate thesis, where Sámi traditional knowledge was described and analysed on the basis of the ethnomathematician Bishop's mathematical activities. The study also draws on Lipka's previous research in Alaska, where the cooperation among elderly bearers of culture, teachers, mathematicians and researchers resulted in culture-based maths lessons. The study was conducted in collaboration with teachers at Sámi schools within an action research project. The method for the action research was based on Nielsen's and Aagard Nielsen's critical utopian action research model. The study was divided into three parts, where the first part was based on talks with different groups of teachers about what the education in mathematics looks like today and what challenges the teachers experience concerning the Sámi perspective on education in mathematics. Part two focused on reflection talks with the teachers based on their performed transformation activities in mathematics from a Sámi perspective. In part three concluding talks were conducted with the teachers about their experienced challenges when performing transformation activities. The talks were analysed by means of a hermeneutic method. The result from the study showed that the teachers' experiences of challenges were initially chiefly focused on external obstacles, e.g. lack of teaching materials, restricting policy documents and national tests. The activities were implemented through thematic work with elements of mathematics, through mathematical assignments where the content of the arithmetic problems dealt with Sámi cultural elements or through activities where the Sámi culture served as the basis for attempts to transform the learning of mathematics. The implementation implied a recontextualisation of Sámi culture for education in mathematics that made visible a distance between Sámi traditional knowledge and educational knowledge. Transformation activities therefore require reflection concerning the goal of recontextualisation. After performing the activities the teachers on the whole expressed the same challenges as before, but on the other hand their stories indicated an altered attitude to these challenges. External obstacles were described as internal to a higher degree. The teachers expressed an attitude and acted where they became agents of change for transformation. In the process was decolonisation made visible through their active efforts to try to focus on the Sámi traditional knowledge together with mathematics in preschool and school.
The research study is focused on the development of a teaching which emerges from the Sámi culture. Sámi schools in Sweden follow the national regulations, but the Sámi pupils also have to be confident in the Sámi cultural inheritance and they have to be able to speak, read and write in Sámi. The purpose of the research study is to highlight some problems and possibilities connected to the development of an education in the Sámi Schools which act from the conditions of the Sámi culture, especially focus is on the education in mathematics. The study highlights perspectives from the point of teachers, pupils, parents, grandparents and elders. The involvement of parents, grandparents, elders and the local community is an important issue to be able to develop a Sámi education. A research question is; how parents, grandparents, the extended family, elders and the local society can be involved in development of a culturally based school curriculum? The study takes its start from point of view of my earlier licentiate essay, which described the mathematical thoughts within in the Sámi culture. An interactive study with an ethnographic approach is the methodological point of departure. Interviews and school visits are used.
The Sámi schools in Sweden follow the national regulations but are profiled after Sámi needs which safeguards and develops the Sámi culture and language. Sámi pupils have to be confident in the Sámi cultural inheritance and they have to be able to speak, read and write Sámi. In accordance with the Sámi schools ordinance there is a need for an education that is aware of and have a base in the Sámi culture. My intention with my research is to describe and try to understand the mathematics from a Sámi point of view. The focus is on the traditional Sámi knowledge and learning. My research questions are following: What is mathematics from a Sámi perspective? Is it possible to connect the education in mathematics in the Sámi schools with the Sámi culture? Is it possible to use the culture as a base for the learning in mathematics? Is it possible to develop a view of teachings in mathematics which act from the Sámi culture?
My intention with my paper is to describe traditional mathematical knowledge and learning within the Sámi culture. My paper describes the traditional mathematical knowledge connected to the indigenous knowledge systems and traditional Sámi knowledge system, and the view of learning within the Sámi culture. Is it possible to the development an education in mathematics in the Sámi schools which emerges from the Sámi culture, the traditional Sámi knowledge system and indigenous knowledge systems? The Sámi schools in Sweden follow the national regulations but the Sámi pupils also have to be confident in the Sámi cultural inheritance and they have to be able to speak, read and write in Sámi. In accordance with the Sámi schools ordinance there is a need for an education that is aware of and have a base in the Sámi culture. My research intention is to describe the mathematical thoughts within the Sámi culture. My aim is to try to express possibilities and problems to connect the education in mathematics in the Sámi schools with the Sámi culture.
Syftet med projektet var att synliggöra och utveckla kunskap om utbildningen i matematik utifrån tidigare erfarenheter och licentiatavhandlig av Ylva Jannok Nutti (2007): “Matematiskt tänkande inom samisk kultur...”. Projektet kan ses som en förberedelse för en ansökan av ett longitudiellt forsknings- och utvecklingsarbete inom samisk utbildning. Projektet fokus är inriktat mot den samiska utbildningen, sameskolor, samt ansvariga för lärarutbildning och organisation av den samiska utbildningen i Sverige och Finland.
Luleå tekniska universitet bedriver i samarbete med Høgskolen i Tromsø ett Interreg IV A Nord-projekt. Syftet med projektet är att initiera vitalisering och revitalisering av samiska och samisk traditionell kunskap genom utvecklingsarbeten i samiska och matematik inom den samiska utbildningen i samisk förskola och Sameskola.
As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.