How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland
Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying c...
Published in: | Journal of Language, Identity & Education |
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Language: | English |
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2021
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Online Access: | https://vbn.aau.dk/da/publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 https://doi.org/10.1080/15348458.2020.1832496 |
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ftalborgunivpubl:oai:pure.atira.dk:publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 2024-06-23T07:53:13+00:00 How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland Hindhede, Anette Lykke Højbjerg, Karin 2021 https://vbn.aau.dk/da/publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 https://doi.org/10.1080/15348458.2020.1832496 eng eng https://vbn.aau.dk/da/publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 info:eu-repo/semantics/closedAccess Hindhede , A L & Højbjerg , K 2021 , ' How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies : The Case of the University of Greenland ' , Journal of Language, Identity, and Education . https://doi.org/10.1080/15348458.2020.1832496 Higher Education first-generation students Bourdieu Progressive pedagogy indigenous communities language use Pedagogic device article 2021 ftalborgunivpubl https://doi.org/10.1080/15348458.2020.1832496 2024-06-03T14:54:35Z Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance. Article in Journal/Newspaper Greenland greenlandic University of Greenland Aalborg University's Research Portal Greenland Journal of Language, Identity & Education 1 14 |
institution |
Open Polar |
collection |
Aalborg University's Research Portal |
op_collection_id |
ftalborgunivpubl |
language |
English |
topic |
Higher Education first-generation students Bourdieu Progressive pedagogy indigenous communities language use Pedagogic device |
spellingShingle |
Higher Education first-generation students Bourdieu Progressive pedagogy indigenous communities language use Pedagogic device Hindhede, Anette Lykke Højbjerg, Karin How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
topic_facet |
Higher Education first-generation students Bourdieu Progressive pedagogy indigenous communities language use Pedagogic device |
description |
Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance. |
format |
Article in Journal/Newspaper |
author |
Hindhede, Anette Lykke Højbjerg, Karin |
author_facet |
Hindhede, Anette Lykke Højbjerg, Karin |
author_sort |
Hindhede, Anette Lykke |
title |
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
title_short |
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
title_full |
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
title_fullStr |
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
title_full_unstemmed |
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies:The Case of the University of Greenland |
title_sort |
how teachers balance language proficiency and pedagogical ideals at universities in indigenous and postcolonial societies:the case of the university of greenland |
publishDate |
2021 |
url |
https://vbn.aau.dk/da/publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 https://doi.org/10.1080/15348458.2020.1832496 |
geographic |
Greenland |
geographic_facet |
Greenland |
genre |
Greenland greenlandic University of Greenland |
genre_facet |
Greenland greenlandic University of Greenland |
op_source |
Hindhede , A L & Højbjerg , K 2021 , ' How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies : The Case of the University of Greenland ' , Journal of Language, Identity, and Education . https://doi.org/10.1080/15348458.2020.1832496 |
op_relation |
https://vbn.aau.dk/da/publications/2aeb7a26-556a-4f3e-b357-5e5ce8b7f322 |
op_rights |
info:eu-repo/semantics/closedAccess |
op_doi |
https://doi.org/10.1080/15348458.2020.1832496 |
container_title |
Journal of Language, Identity & Education |
container_start_page |
1 |
op_container_end_page |
14 |
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1802644780882067456 |