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001452650 001__ 1452650
001452650 003__ OCoLC
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001452650 008__ 230113s2023\\\\sz\a\\\\o\\\\\000\0\eng\d
001452650 020__ $$a9783030974602$$q(electronic bk.)
001452650 020__ $$a303097460X$$q(electronic bk.)
001452650 020__ $$z9783030974596$$q(print)
001452650 0247_ $$a10.1007/978-3-030-97460-2$$2doi
001452650 035__ $$aSP(OCoLC)1358764486
001452650 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dEBLCP
001452650 043__ $$ar------
001452650 049__ $$aISEA
001452650 050_4 $$aLC213.3.A68
001452650 08204 $$a378.26$$223/eng/20230113
001452650 24500 $$aEducation, equity and inclusion :$$bteaching and learning for a sustainable north /$$cDiane B. Hirshberg, Mhairi C. Beaton, Gregor Maxwell, Tuija Turunen, Janette Peltokorpi, editors.
001452650 264_1 $$aCham :$$bSpringer,$$c2023.
001452650 300__ $$a1 online resource (viii, 260 pages) :$$billustrations.
001452650 336__ $$atext$$btxt$$2rdacontent
001452650 337__ $$acomputer$$bc$$2rdamedia
001452650 338__ $$aonline resource$$bcr$$2rdacarrier
001452650 4901_ $$aSpringer polar dciences,$$x2510-0483
001452650 5050_ $$aChapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2. Adaptation isn't just for the tundra: Rethinking teaching and schooling in Alaska's Arctic -- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system -- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education -- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic -- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands -- Chapter7. Does it Matter Where You Live? Young people's experiences of educational transitions from basic education to further education in Finnish Lapland -- Chapter 8. Personal and ethnic identity in representatives of the indigenous small-numbered peoples of the Russian Far North - the Saami and the Nenets -- Chapter 9. A lesson is most exciting [when] the teacher typically explains complex topics : A student perspective on public schooling in Greenland -- Chapter 10. Teaching Social Sustainability and About Sweden's Sami Peoples in Senior Secondary School -- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies -- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands -- Chapter 13. A walk on the wild side - on the motivation of immigrant workers to provide public service in Greenland -- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway -- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project -- Chapter 16. Concluding chapter: Southern Reflections on Education toward a Sustainable North.
001452650 5060_ $$aOpen access.$$5GW5XE
001452650 520__ $$aThis open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.
001452650 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed January 13, 2023).
001452650 650_0 $$aEducational equalization$$zArctic regions.
001452650 650_0 $$aSustainable development$$zArctic regions.
001452650 655_0 $$aElectronic books.
001452650 7001_ $$aHirshberg, Diane,$$eeditor.
001452650 7001_ $$aBeaton, Mhairi.$$eeditor.
001452650 7001_ $$aMaxwell, Gregor,$$eeditor.
001452650 7001_ $$aTurunen, Tuija,$$eeditor.
001452650 7001_ $$aPeltokorpi, Janette,$$eeditor.
001452650 830_0 $$aSpringer Polar sciences,$$x2510-0483
001452650 852__ $$bebk
001452650 85640 $$3Springer Nature$$uhttps://link.springer.com/10.1007/978-3-030-97460-2$$zOnline Access$$91397441.2
001452650 909CO $$ooai:library.usi.edu:1452650$$pGLOBAL_SET
001452650 980__ $$aBIB
001452650 980__ $$aEBOOK
001452650 982__ $$aEbook
001452650 983__ $$aOnline
001452650 994__ $$a92$$bISE