This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity ( Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a moresustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Directly addresses the United Nations Sustainable Development Goal 4 (Education) in the Arctic context Perspectives useful to teacher educators, education researchers & education policy makers in the north and beyond Addresses a variety of language and identity issues from vantage points not often included in education research This book is open access, which means that you have free and unlimited access

Inhalt

Chapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North.- Chapter 2. Adaptation isn't just for the tundra: Rethinking teaching and schooling in Alaska's Arctic .- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system.- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education.- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic.- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands.- Chapter7. Does it Matter Where You Live? Young people's experiences of educational transitions from basic education to further education in Finnish Lapland.- Chapter 8. Personal and ethnic identity in representatives of the indigenoussmall-numbered peoples of the Russian Far North the Saami and the Nenets.- Chapter 9. A lesson is most exciting [when] the teacher typically explains complex topics - A student perspective on public schooling in Greenland.- Chapter 10. Teaching Social Sustainability and About Sweden's Sami Peoples in Senior Secondary School.- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies.- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands.- Chapter 13. A walk on the wild side on the motivation of immigrant workers to provide public service in Greenland.- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway.- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project.- Chapter 16.Concluding chapter: Southern Reflections on Education toward a Sustainable North.