Addressing systemic oppression in greenland's preschools: The adaptation of a coaching model

Tasha R. Wyatt, Naussunguaq Lyberth

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

For most of the last two centuries, Native Greenlandic teachers had been left out of the decisionmaking process regarding effective education for Greenlandic students. Rather, Danish education and church officials, living in Denmark, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This article describes a collaborative effort between Center for Research on Education, Diversity, and Excellence (CREDE) professional developers and Greenlandic teachers in the design and implementation of a coaching model that includes Native Greenlandic ways of teaching and learning. Implications for other professional developers and researchers in education doing similar work are included.

Original languageEnglish (US)
Pages (from-to)221-232
Number of pages12
JournalEquity and Excellence in Education
Volume44
Issue number2
DOIs
StatePublished - Apr 2011

ASJC Scopus subject areas

  • Education

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