Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Siv Ingrid Nordkild, Ole Einar Hætta
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引用次数: 0

Abstract

ABSTRACT This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing interdisciplinary teaching content related to Sámi traditional knowledge. The findings of this study describe how tenth-grade students taught younger students. The empirical data used in this study originated from students’ teaching in lávvues and consisted of audio recordings, field notes, and notes from conversations between the authors. The teaching was carried out at another Sámi school for students of the same age and younger. The organization of the teaching and the teaching itself can be seen as a hybrid of Sámi child rearing and the ordinary teaching occurring in Sámi schools in Norway.
从土著教育和批判性和平教育的角度看拉文的数学教学
摘要本研究的重点是两种文化相遇时对教学的影响:以lávvu为代表的Sámi文化和一所学校的数学教学文化。它描述了使用lávvu (Sámi临时住所)作为教学数学的教室。几年来,在与研究人员的合作下,国大盖奴初中的老师们一直在开发与Sámi传统知识相关的跨学科教学内容。这项研究的发现描述了十年级学生是如何教低年级学生的。本研究使用的实证数据来源于学生在lávvues的教学,包括录音、现场笔记和作者之间的对话笔记。教学是在另一所Sámi学校进行的,对象是年龄相同或更小的学生。教学的组织和教学本身可以看作是Sámi儿童养育和挪威Sámi学校的普通教学的混合体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Peace Education
Journal of Peace Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
33.30%
发文量
20
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