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

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 thinki...

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Bibliographic Details
Published in:Polar Geography
Main Authors: Windsor, Sally, Maxwell, Gregor Ross, Antonsen, Yngve
Format: Article in Journal/Newspaper
Language:English
Published: Taylor & Francis 2022
Subjects:
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280
VDP::Social sciences: 200::Education: 280
Grunnskolelærerutdanning / Primary and Secondary Teacher Education
Inkluderende utdanning / Inclusive education
Utdanning for bærekraftig utvikling / Education for sustainable development
Arctic
Polar Geography
Online Access:https://hdl.handle.net/10037/26039
https://doi.org/10.1080/1088937X.2022.2105970
Description
Summary: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.

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