The Arctic region is characterized by small populations, cultural diversity, a wealth of minority languages, differing socio-economic conditions, as well as long distances. Fair educational opportunities in remote areas are key components for creating sustainable development and building resilience in Arctic communities. Equal access to good basic education opens the doors to learning trades and to higher education, and to finding a place in working life. It also lessens the risk of marginalization with its unfortunate consequences. Teachers who work in Arctic and northern communities, and who are committed to and inspired by the Arctic, are the key factor in providing good basic education. Shared research will contribute to better understanding of teacher education in the Arctic, and enhance the capacity of teacher education institutions to better serve communities by strengthening culturally relevant teaching and supporting student teachers’ identity work.
We are especially interested in submissions that address one of the project's key topics:
- inclusive practices promoting socially sustainable development at the arctic;
- arctic pedagogy combining indigenous pedagogical practices, education in sparsely populated areas and community-based education;
- participation and agency in digital age at educational settings; and
- pedagogical models to promote high quality teaching and learning in multi-modal and digital environments.
A range of submissions can be made as follows: articles detailing new empirical research findings (4000-6000 words), features focused on on-going research projects (1500-2000 words) and book reviews. Please refer to the journal website for author guidelines. All article submissions are double blind reviewed by two independent reviewers.
The form for expressions of interests is available here.
- Expression of interest + abstract (200 words) by 1st October 2017.
- Invitations to submit a full paper will be communicated by 31st October 2017.
- Invited full papers to be received by 12th January 2018.
- Feedback from reviewers to be provided by 16th February 2018.
- Final versions by 30th of March 2018.
- Publication: May 2018
NB. All submissions should be sent to email@example.com with the Subject Heading: Special Issue ‘Teacher Education in the Arctic’ 2018
The Thematic Network is dedicated to enhancing teacher education for equality and social justice in the Arctic region through advancing research and promoting co-operation and exchange between universities. This issue falls under the network’s project ‘Teacher Education for Diversity and Equality in Education in the Arctic’ which has been approved by the Arctic Council’s Sustainable Development Working Group. This project aims to enhance the understanding of the teaching profession in the circumpolar north and highlight ways in which both pre-service and in-service teacher education can assist teachers in actively contributing to the Arctic’s sustainable future.
Ms. Minna Körkkö is a Junior Researcher with the Faculty of Education at the University of Lapland and a current PhD candidate.
Professor Tuija Turunen is the current Dean of the Faculty of Education at the University of Lapland and the Lead of the UArctic Thematic Network on Teacher Education for Social Justice and Diversity in Education.
Professor Kirk Anderson is the current Dean of the Faculty of Education at Memorial University of Newfoundland (Canada) and President of the Canadian Association of Deans of Education. He is an active member of the UArctic Thematic Network on Teacher Education for Social Justice and Diversity in Education.
Dr Rachel Shanks is co-editor of ‘Education in the North’ and is a Senior Lecturer in Education at the University of Aberdeen.