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ERIC Number: EJ925341
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1066-5684
Addressing Systemic Oppression in Greenland's Preschools: The Adaptation of a Coaching Model
Wyatt, Tasha R.; Lyberth, Naussunguaq
Equity & Excellence in Education, v44 n2 p221-232 2011
For most of the last two centuries, Native Greenlandic teachers had been left out of the decision-making 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. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Greenland