Projects per year
Abstract
Arctic pedagogy has arisen as a distinct set of practices that are particularly relevant for learners in northern regions. Here, we advocate to expand notions of Arctic pedagogy by formally including theories of materiality and sensory engagement into the framework. We posit that materiality, especially when place-based, offers a route to mediate and connect learners with emotion and culture, as well as disciplinary content. This paper presents four different examples of learning activities in northern settings, three of which use specific place-based materials as the basis for investigations, and one that was place-based in narrative but did not focus on direct place-based material engagement. Data sources were different for each intervention, including pre and post data capture via postcards, questionnaires, and/or participant interviews. The findings across the first three cases indicate that the activities that richly drew from local materials and contexts and that included sensory elements afforded learning in the affective or identity-related realms. These results contrasted with the fourth activity, in which the learning was largely content based. The combined results underscore the value of direct, hands-on exploration of materials of local significance within northern pedagogical contexts.
Original language | English |
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Number of pages | 16 |
Journal | Education in the North |
Volume | 30 |
Issue number | 2 |
DOIs | |
Publication status | Published - 19 Dec 2023 |
Keywords
- materiality
- pedagogy
- place
- culture
- sensory learning
Fingerprint
Dive into the research topics of 'Embracing materiality as a core element of Arctic pedagogy'. Together they form a unique fingerprint.Projects
- 1 Finished
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Diversity in Science towards Social Inclusion
Essex, J. (Principal Investigator), Ross, K. (Co-investigator), Salehjee, S. (Co-investigator) & Birnie, I. (Research Co-investigator)
15/01/20 → 14/01/23
Project: Knowledge Exchange (Erasmus+)
Research output
- 1 Article
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Someone like me: a trial of context-responsive science as a mechanism to promote inclusion
Birnie, I., Ross, K. & Essex, J., 29 Mar 2024, Centre for Educational Policy Studies Journal, 14, 1, p. 79-103 25 p.Research output: Contribution to specialist publication › Article
Open AccessFile18 Downloads (Pure)