ABSTRACT

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.

摘要

基于布迪厄的实践理论，本文探讨了格陵兰后殖民双语大学环境中教师日常实践中的教学理念和教育政策。在由（丹麦）作者与格陵兰大学合作举办的为期一年的助理教授教育学资格课程中，探索了格陵兰和丹麦教师的教学理念。整体教学议程强调学生活动。格陵兰和丹麦教师对其实践的表述都说明了土著学生的语言和文化背景，但他们这样做的方式不同。鉴于格陵兰教师倾向于强调格陵兰语言使用的形式正确性以及学生对学习目标的理解和翻译，