This master course primarily addresses practicing teachers as well as prospective teachers who are interested in inclusion perspectives and issues, and experience a need to reflect on and develop skills to conduct inclusive education.
Arctic Inclusive Pedagogy is an international master's level course that has been developed and implemented in collaboration between the universities of Luleå, Oulu, Rovaniemi, Tromsö and Umeå within the framework of Arctic Five Education. The collaboration means that various experts from each of the collaborating Nordic universities have not only created the course together, but also that they will teach in different parts of the course. The first course round will be conducted in the form of a pilot, which means that certain parts of content and structure may develop and change during the course.
Inclusive education builds understanding of the cultures, policies, practices and impacts of exclusion. Thus, inclusive education challenges our perspectives as well as practices and offers insights in how we can cater to all students in a way that respects their uniqueness and provides them with a future where they can realize their own potential. The overarching aim of the course, which brings together students and teachers from the Arctic parts of Norway, Sweden and Finland, is to provide a platform for sharing experiences, knowledge and insights which, in turn, might lead to a mutually shared learning and an increased awareness about significant inclusion-related issues in the Arctic.
After course completion the students will be familiar with inclusive thinking and pedagogy in the Arctic context. The will demonstrate an awareness of policies and discourses in the north and show an understanding of educational possibilities, challenges and aspects relating to inclusion, diversity and intercultural issues, specific to the Arctic context. On a more practical, pedagogical level the students will develop and demonstrate insights into professional co-operation and culturally sensitive interaction. Moreover, the students will be familiarized with Sámi educational history, in comparative Nordic contexts, and the concepts, processes and consequences concerning colonization, with a specific attention to curricula and language policy issues. Students will also understand the significance of intercultural competence and Sámi pedagogy and teaching practices as well as the meaning of self-images, language and representations in contemporary Sámi society concerning education
The Arctic Inclusive Pedagogy course is given as an online course, which uses various forms of distance-bridging and web-based technologies. It consists mostly of teacher led lectures and seminars as well as independent student work, mainly represented by literature studies and examinations. However, to enhance student-centered activities pre-lecture tasks or teacher recorded learning objects will be used, as well as occasional student-collaborative reading-and-reflection circles.
As a student you can conduct your studies anywhere but not always anytime, since our recurring lectures and seminars is given during daytime. Moreover, participation in online studies requires that you have access to a high-capacity Internet connection, a computer on which you can install software and plug-ins, a webcam and headphones with voice microphone.
The first round of this 10 ECTS international and collaborative course Arctic Inclusive Pedagogy will be offered as a pilot course. The first thematic section, Educational Challenges In The Arctic – Education For All (5 ECTS), is expected to start in mid January 2021. The study rate of the course represents approximately 50% of a full-study rate and the estimated number of individual study hours, 265, corresponds to approximately 20 hours of study per week. The teacher-led lessons amount to approximately 40 hours for the course as a whole.
Varied, Distance learning, Spring 2022
v.04 2022 - v.24 2022, No module
Non compulsory: 4
This is an online course, which is based on teacher led lectures and seminars, independent student work, mainly represented by literature studies and examinations, and occasional student-collaborative reading-and-reflection circles.