1Aviâja 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.

2Aviâja 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

3Aviâja 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

4Aviâja 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

5Aviâja 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 society3. Teachers and leaders4. Management and economy

2000: Conference2: new law proposal

6Aviâja 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

7Aviâja 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…”

8Aviâja 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

9Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland

The new law and its differences from former laws

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Skills

Culture & societyInua

Feelings

Skills

Whole person

Goal

11Aviâja 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

12Aviâja 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

13Aviâja 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

14Aviâja 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

education2. 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

15Aviâja 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)

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Implementation through collaboration

Classroom

Department

School Municipality

17Aviâja Egede Lynge, Institute of Learning Processes, University of Greenland

Teaching content and organization

18Aviâja 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

19Aviâja 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

20Aviâja 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

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Semester 1Year 1.

Academic Diploma General Pedagogy; Didactics or School

leadershipSemester 2

Semester 3Year. år

Master in Education or curriculum studies

Generel pedagogy or DidacticsSemester 4

Semester 5 Year 3.

Master of Arts in Education or curriculum studies.

Generel pedagogy or DidacticsSemester 6

3. år Ph. D.

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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

23Aviâja 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

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

Stereotypes…

25Aviâja 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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35Aviâja 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

36Aviâja 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)

37Aviâja 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

38Aviâja 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

39Aviâja 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

40Aviâja 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

41Aviâja 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

42Aviâja 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

43Aviâja 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

44Aviâja 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

45Aviâja 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

46Aviâja 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

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