Indigenous topics in education – Research – Department of Teacher Education
Indigenous topics in education
Indigenous topics in education
This research group looks at Indigenous topics (such as cultures, languages, literatures, histories, politics, societies) in education, and how Indigenous topics are taught by teachers to pupils, both Indigenous and non-Indigenous. It looks at what the curriculum requires of teachers, and how this is interpreted in teaching materials and in the classroom. Furthermore, this research group aims to impart new ideas and materials to teachers, both practicing teachers and those in teacher training programmes.
Members of this research group are currently from a wide variety of sections at ILU (English, Pedagogy, and Norwegian), alongside members working within teacher education in other institutions in Norway and Finland. If you are interested in more information about this group, please email the leader, Helen Margaret Murray.
- Organizing seminars online and on campus each term for students and employees at institutions represented in the research group on diverse Indigenous topics in education.
- Creation and development of open module “Sami Topics in School”, 7.5 student points, starting autumn 2021.
- Arranging weekend course and follow-up practice sessions in the local Sami language, Åarjelsaemien, at ILU. Encouraging awareness of and use of the Sámi languages at institutions represented in the group.
- Encouraging and supporting FOU and Masters students working with Indigenous topics in their theses.
- Developing networks and working with other academic institutions in Norway and internationally through applications for funding, guest lectures and arranging seminars.
- Cooperation with other research groups at ILU.
- Guest presentations at courses and in other educational settings for teachers and students.
- Development and dissemination of teaching materials and approaches to teaching through newspapers, magazines, journals and in online forums.
- Writing and publication of articles (see selected publications below).
- Taking part in conferences and organizing panels on Indigenous topics in education within Norway and internationally.
Selected publications by group members
Bakken. A.S. (2021). Introducing critical literacy and multimodal perspectives into film pedagogies for the EAL classroom. In S. Ørevik & S. Diamantopoulou (eds). Multimodality and English: Affordances of multimodal texts in the teaching and learning of English as an additional language. Routledge.
Berthelin, Signe Rix. (2021) Samisk språk og tekst i norskdidaktikken – oppdagelse og opplevelse. Acta Didactica Norden (ADNO). vol. 15 (1).
Eriksen, Kristin Gregers; Svendsen, Stine H. Bang. (2020) Decolonial Options in Education – Interrupting Coloniality and Inviting Alternative Conversations. Nordic Journal of Comparative and International Education (NJCIE). vol. 1 (4).
Eggen, Renate B. (2022). Indigeneity versus diversity. Human Rights Education Review, 5(1), 136–155.
Eggen, Renate B.(2021). Fagets historie. In Fuglseth, K. & Skrefsrud T.-A. (Eds). Innføring I KRLE-didaktikk (s. 40-60) IKO Forlaget, Prismet fagbok.
Eggen, Renate B. (under utgivelse). ILO-konvensjon nr. 169 og Rammeplan for barnehagen 2017. In Nutti, Y.J. Indigenous Teaching Stories. Dieđut.
García Zarranz, L. (2021). New literatures: Canada (journal articles). The Year’s Work in English Studies, 100(1). Oxford University Press. 1271-1281.
Murray, Helen Margaret. (2021) Intercultural Competence in the Curriculum and in Textbooks—Which Lessons Can Be Learnt from EFL Textbooks in Norwegian Schools?. In Victoria & Sangiamchit (eds). Interculturality and the English Language Classroom.
Stokke, Ruth Seierstad; Karlsen, Silje Solheim (2021). 'Så den fremmede ikke blir mer fremmed.' Samisk lyrikk i norskfaget. Norsk Litterær Årbok. Vol. 1.
Stokke, Ruth Seierstad (2020). Natureculture in a Stallo tale: Harmonious dwelling or troubling postequilibrium? The picturebook Sølvmånen by Sissel Horndal (2015). Barnelitterært forskningstidsskrift. Vol. 11.
Svendsen, Stine H. Bang. (2021) Saami Women at the Threshold of Disappearance: Elsa Laula Renberg (1877–1931) and Karin Stenberg’s (1884–1969) Challenges to Nordic Feminism. I: Decolonizing Feminisms in the Nordic Region. Neoliberalism, Nationalism and Decolonial Critique. Palgrave Macmillan s. 155-176
Members of the research project
Signe Rix Berthelin Associate Professor of Norwegian Didactics+47-94297911 firstname.lastname@example.org Department of Teacher Education
Renate W. Banschbach Eggen Associate Professor+47-73596784 +47-95168221 email@example.com Department of Teacher Education
Emil Mård Vaadal Eliasson Assistant Professoremil.firstname.lastname@example.org Department of Teacher Education
Libe García Zarranz Associate Professor of Literature in English+47-45918930 email@example.com Department of Teacher Education
Ingeborg Rongevær Holmin Assistant Professoringeborg.firstname.lastname@example.org Department of Teacher Education
Tom Nurmi Associate Professor of English Literature and Culture+47-73591763 email@example.com Department of Teacher Education
Marion G. Stavsøien Assistant Professor in Norwegian didactics+47-73412452 firstname.lastname@example.org Department of Teacher Education
Stine H. Bang Svendsen Associate Professor, Study program leader for MA in Education for teachers+47-73597973 email@example.com Department of Teacher Education
Anne Grut Sørum Associate Professor+47-73412857 firstname.lastname@example.org Department of Teacher Education
Beret Wicklund+47-73559888 email@example.com