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Incorporating sustainable development and inclusive education in teacher education for the Arctic

Permanent link
https://hdl.handle.net/10037/26039
DOI
https://doi.org/10.1080/1088937X.2022.2105970
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Date
2022-08-03
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Author
Windsor, Sally; Maxwell, Gregor Ross; Antonsen, Yngve
Abstract
This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.
Publisher
Taylor & Francis
Citation
Windsor, Maxwell GR, Antonsen yan. Incorporating sustainable development and inclusive education in teacher education for the Arctic. Polar Geography. 2022
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  • Artikler, rapporter og annet (lærerutdanning og pedagogikk) [663]
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