The Position Statement on Arctic Pedagogy is now published and available online, as part of UArctic Thematic Network on Teacher Education's projects "Arctic Pedagogy in Teacher Education" and "Arctic Teacher Education for Social Justice and Diversity".
The position statement aims to explain what Arctic pedagogy is and how it can be implemented. It seeks to help teachers, policy members and stakeholders to recognise the important aspects of education in the Arctic and in rural northern communities and to offer some examples of the implementation of Arctic pedagogy.
In the position statement, Arctic pedagogy is depicted as policies and educational practices that take place in Arctic and other rural northern areas. Tightly associated with Arctic pedagogy are the concepts of language, cultures, digitalisation, communities and elders, all of which are layered and closely interlinked.
The position statement culminates in the entitlements: what the children and the young people in the north, teachers, teacher education institutions and local communities are entitled?
You can read the position statement online here.
The Position statement is based on scientific and empirical articles concerning education in the Arctic and other Northern areas. Furthermore, the position statement is based on Conclusions developed in Arctic Council's Sustainable Development Working Group (SDWG) project, and panel discussion "Does Arctic Pedagogy Matter?", organised by UArctic Thematic Network on Teacher Education in November 2017 in connection with FERA conference.
The Position Statement was created as part of the projects Arctic Pedagogy in Teacher Education II, funded by Nordic Council of Ministers' Arctic Cooperation Programme, and Arctic Teacher Education for Social Justice and Diversity, funded by UArctic Norwegian allocation.