Cultural Education in Nature Through the Lens of Sámi Practitioners DOI Creative Commons

Inger Wallem Krempig,

Elisabeth Enoksen

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1246 - 1246

Published: Nov. 14, 2024

The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight inclusion of Sámi perspectives across various subjects. In this context, one several suggested educational practices is to include traditional practitioners teaching activities. Against backdrop, paper explores five practitioners, concentrating on their experiences and pedagogical when engaging students ages kindergarten children culture a nature-based setting. study reveals practitioners’ arguments for sharing skills through such learning activities suggestions practices. qualitative-based research methodology comprises semi-structured interviews with who are involved different cooperative projects within our region. These offer learners chance engage by participating close collaboration reindeer herders, duodji (handicraft) coastal caretakers, similar cultural educators an outdoor This advocates significance involving all levels proposes that specific value

Language: Английский

Describing teachers’ environmental identity as part of education for sustainable development DOI Creative Commons
Sónia Martins Félix, Susan Clayton

Environmental Education Research, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 18

Published: March 25, 2025

Language: Английский

Citations

0
Supporting children’s wellbeing through outdoor time: opportunities to integrate consistent outdoor time into the elementary school day DOI Creative Commons
Amie K. Patchen, Amanda Edwards,

Donald A. Rakow

et al.

Frontiers in Public Health, Journal Year: 2024, Volume and Issue: 12

Published: Dec. 4, 2024

Time in nature supports cognitive, psychological, academic, and health benefits. Outdoor time during school can provide young people with equitable access to these benefits, however, there are within-school constraints. Understanding if how teachers frequently consistently incorporate outdoor the schoolyard into their classroom activities inform broader implementation.

Language: Английский

Citations

0
Cultural Education in Nature Through the Lens of Sámi Practitioners DOI Creative Commons

Inger Wallem Krempig,

Elisabeth Enoksen

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1246 - 1246

Published: Nov. 14, 2024

The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight inclusion of Sámi perspectives across various subjects. In this context, one several suggested educational practices is to include traditional practitioners teaching activities. Against backdrop, paper explores five practitioners, concentrating on their experiences and pedagogical when engaging students ages kindergarten children culture a nature-based setting. study reveals practitioners’ arguments for sharing skills through such learning activities suggestions practices. qualitative-based research methodology comprises semi-structured interviews with who are involved different cooperative projects within our region. These offer learners chance engage by participating close collaboration reindeer herders, duodji (handicraft) coastal caretakers, similar cultural educators an outdoor This advocates significance involving all levels proposes that specific value

Language: Английский

Citations

0