How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies : The Case of the University of Greenland. / Hindhede, Anette Lykke; Højbjerg, Karin.

In: Journal of Language, Identity and Education, Vol. 21, No. 6, 2020, p. 439-452.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Hindhede, AL & Højbjerg, K 2020, 'How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland', Journal of Language, Identity and Education, vol. 21, no. 6, pp. 439-452. https://doi.org/10.1080/15348458.2020.1832496

APA

Hindhede, A. L., & Højbjerg, K. (2020). How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland. Journal of Language, Identity and Education, 21(6), 439-452. https://doi.org/10.1080/15348458.2020.1832496

Vancouver

Hindhede AL, Højbjerg K. How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland. Journal of Language, Identity and Education. 2020;21(6):439-452. https://doi.org/10.1080/15348458.2020.1832496

Author

Hindhede, Anette Lykke ; Højbjerg, Karin. / How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies : The Case of the University of Greenland. In: Journal of Language, Identity and Education. 2020 ; Vol. 21, No. 6. pp. 439-452.

Bibtex

@article{916f96020c67475c907714407d8db383,
title = "How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland",
abstract = "Based on Bourdieu{\textquoteright}s theory of practice, this article explores pedagogical ideals and educational policies in teachers{\textquoteright} everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers{\textquoteright} teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers{\textquoteright} representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.",
author = "Hindhede, {Anette Lykke} and Karin H{\o}jbjerg",
year = "2020",
doi = "10.1080/15348458.2020.1832496",
language = "English",
volume = "21",
pages = "439--452",
journal = "Journal of Language, Identity and Education",
issn = "1534-8458",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies

T2 - The Case of the University of Greenland

AU - Hindhede, Anette Lykke

AU - Højbjerg, Karin

PY - 2020

Y1 - 2020

N2 - Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.

AB - Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.

U2 - 10.1080/15348458.2020.1832496

DO - 10.1080/15348458.2020.1832496

M3 - Journal article

VL - 21

SP - 439

EP - 452

JO - Journal of Language, Identity and Education

JF - Journal of Language, Identity and Education

SN - 1534-8458

IS - 6

ER -

ID: 317082966