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.
Aviâja Egede Lynge, Work-shop for AFN
Youth & Elders Oktober 2011
1
Facts about Greenland
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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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
2
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
3
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
4
Reform background
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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:
Content, norms, frames for childrens learning and teaching
Structure, organization of school and its collaboration with
the society
Teachers and leaders
Management and economy
2000: Conference2: new law proposal
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
5
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
6
The new law and it’s differences from
former laws
• School Act 1905:
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".. 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
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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…”
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
7
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
8
The new law and its differences from
former laws
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
9
Whole
person
Feelings
Culture &
Skills
Inua
society
Skills
Goal
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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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
11
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
12
Implementation efforts
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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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
13
Example1. of Research used: William
G. Demmert
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Definition of cultural based education:
Recognition and use of Native languages as the language of
education
Pedagogy in which teaching strategies are congruent with
the traditional culture as well as contemporary ways of
knowing and learning
Curriculum that is congruent with the culture of the
community
Strong Native community participation in educating
children
Use of traditional knowledge and social and political mores
of the community
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
14
Example2. of Research used: Roland
Tharp
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Teacher behaviour change to:
Home-school match
Culturally compatible education
Culturally relevant instruction
CREDE- standards used in training of
teachers (ex: contextualization, modelling)
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
15
Implementation through
collaboration
School
Municipality
Department
Classroom
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Teaching content and organization
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
17
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
18
Further Education Programmes
• Research-based development of education in
Greenland
• Theory-practice oriented
• To give teachers skills in order to fulfill new
school Act
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
19
Type of students
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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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
20
Semester 1
Year 1.
Academic Diploma
General Pedagogy; Didactics or School
leadership
Year. år
Master in Education or curriculum
studies
Generel pedagogy or Didactics
Semester 2
Semester 3
Semester 4
Semester 5
Year 3.
Semester 6
3. år
Master of Arts in Education or
curriculum studies.
Generel pedagogy or Didactics
Ph. D.
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Academic Diploma in
general pedagogy
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
Institute of Learning
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Processes
Example: Educational anthropology &
pedagogy in relation to Greenland
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”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 criterionsAviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
23
Stereotypes…
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
24
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
25
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Status
• Around 100 students at the moment
Graduated students:
• 137 Academic Diplomas
• 32 Master in Education
• 12 Master of Arts in Education
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
35
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)
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
36
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
37
Difference from Scandinavian school
reforms
• Reform through children
• Nation-building
• In Scandinavia through teacher training
schools
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
38
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
39
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
40
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
41
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
42
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
43
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
44
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
45
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
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
46
Aviâja Egede Lynge, Institute of Learning
Processes, University of Greenland
47