The Thematic Network on Verdde Indigenous Education was initiated at the UArctic Council meeting in Fairbanks, Alaska, in 2004 and is therefore one of the oldest thematic networks in UArctic. At that time, the Sámi University College, which is now the Sámi University of Applied Sciences, and Nunavut Arctic College (Canada) ran the Verdde Program as a pilot, and it became the permanent thematic network. Verdde Indigenous TN enacts the UArctic commitment that “In partnership with Indigenous peoples and communities, we seek to transform our education institutions and systems to be inclusive, relevant and responsive to Indigenous peoples, their perspectives, interests, and knowledge systems” (UArctic Congress, 2018).

Learn more on the background of the Verdde Indigenous Education here.

Verdde Indigenous Education TN’s excellence is grounded in Indigenous philosophies, cultures and their ways to educate and to lead education. Here the role of Indigenous Elders is crucial. Elders are advisors, who connect generations and transfer educational and institutional knowledge across time and geographical location. In Verdde, Elders are valued at all levels, from network steering to higher education.

Indigenous education needs global connecting and networking among Circumpolar Indigenous people. Verdde has worked throughout its history to promote these by grassroots level collaboration including: faculty, students and researchers meeting in various locations and under various arrangements; connecting Indigenous educators and scholars; exchanges and learning from one another in local cultural ways such as land-based learning and through duodji or other culturally relevant activities; research on professional learning in Indigenous contexts; research in Indigenous pedagogy in higher education; and support for the reclamation and revitalization of place-based knowledges and practices. As a small-scale network, the collaboration within Verdde includes not just Indigenous teachers, students, teacher educators and researchers, but also others who are interested in Indigenous education and are interested in experiencing this kind of sharing as a powerful way to learn, especially in small academic communities such as Indigenous post-secondary institutions.

The research project, Professional Learning for Educators: Nurturing Indigenous Pedagogies and Place-based Knowledges in the Circumpolar North (2022-2024), was co-created by Verdde TN members to engage the network in the first collaborative research project and promote the network members as leaders in Indigenous education across the Circumpolar. The self-study methodology situated the participants as scholars of their own pedagogical practices in centering Indigenous pedagogies, languages, and cultural knowledge in teaching.

As an inaugural research project in the network, the Professional Learning for Educators: Nurturing Indigenous Pedagogies and Place-based Knowledges in the Circumpolar North exemplified the ways in which the TN is a “mutually beneficial exchange” and promoted educator professional learning as an integral aspect of Northern and Indigenous-led education. The participants shared common experiences of working in Indigenous education; the strategies they use to center Indigenous pedagogies, languages, and cultural knowledge; and the challenges they encounter in the work. The research strengthened the TN as a collaborative scholarly network and engaged participants in collaborative scholarly writing and the co-designing of another research project. Finally, focussing on place-based, culturally relevant education is also mutually beneficial as it contributes to the wellbeing of the Northern communities with whom, and for whom, the TN members work.

The Verdde TN current research project is Duodji and Ilusivut (Arts and Crafts) as Pedagogy in the Circumpolar North (2024-2026). This research examines how arts and crafts can be used as a pedagogical approach to teaching and infusing Indigenous cultural knowledge in education. The term “arts and crafts” is understood to embody the Indigenous language terms duodji (Sámi) and Ilusivut (Inuttitut) and to communicate both artistic expression as well as practical skills and knowledges. This research addresses the longstanding inequities in northern education and the commitment for high quality Northern and Indigenous education that is based on cultural knowledge/Indigenous knowledge and ways of teaching, culturally-relevant teaching strategies, and professional learning that build educators’ Indigenous and Northern-centric pedagogical skills and knowledge, which contributes not only to education, but also to health and wellness, economic development, and self-determination.

During monthly online symposia, the member institutions will coordinate and host local educators/ crafters who will share their crafts and discuss how they use them as pedagogical pathways to centre Indigenous knowledges, languages, and cultural ways in teaching and learning. This includes activities that encompass teaching about the art or craft, as well as the way in which such a pedagogical approach opens shared spaces for such things as storytelling, language teaching, and discussion of cultural ways. Duodji and Ilusivut are also segues to cultural knowledge of materials, designs, practical items such as tools, and the histories of local artists and crafters.

The research project will be an initial step in further understanding how Duodji and Ilusivut are pedagogical approaches to centering Indigenous knowledges and cultural ways in education.

Sharing and strengthening Indigenous knowledges on land through searvelatnja principle 2025 - 2026 project at hand will work to strengthen and develop collaboration, promote northern voices and worldview, embrace the perspectives and knowledge of northern Indigenous Peoples in teacher education, and support participatory approaches to the production and sharing of knowledge. The Verdde TN project aims to connect, reconnect, and strengthen the connections among participating institutions and people. This project Sharing and strengthening Indigenous knowledge on land through searvelatnja principle supports and strengthens Verdde TN through collaborating in on-line education activities and related workshops and organizing education activities focused on Indigenous knowledge of land. The project leans on holistic Indigenous understanding of human-land relations. Searvelatnja (Sara 2003) is a principle referring to learning in informal ways in places and through activities where everyone is welcome and valued. It also emphasizes the importance of learning “with” land and outside on the land. This type of learning takes place in settings where working and experiencing together is made possible.

The project will gather youth and Elders, local students and teachers, and circumpolar participants to share and learn about local Indigenous knowledge “with” and on the land.  Participants will meet in Guovdageaidnu to have workshops connecting them to local land through traditional practices. The workshops are following searvelatnja principle and local Indigenous knowledge holders will co-lead these workshops.

Indigenous higher education is mainly organized in small scale institutions, or small departments or units within larger institutions. Most of them are in isolated regions and far away from each other. Therefore, it is imperative to bring these small Circumpolar North groups of Indigenous and Northern faculty and researchers together to collaborate in their respective academic work. UArctic makes it possible to collectively strengthen the ways in which Northern and Indigenous knowledge and scholarly efforts can enhance all aspects of Indigenous education.

The impact of the Verdde Indigenous TN’s activities is the increased place-based understanding; the sharing of cultural resources; discussions of Circumpolar Indigenous education issues; increased historical and contemporary understanding of Indigenous Peoples across the Circumpolar; and the exchange of students, faculty, and researchers to foster collaborative study and research. The mutually beneficial exchange of the Verdde TN network builds resilience, strengthens determination, and inspires strategies to embed Indigenous knowledges, languages, and cultures in Circumpolar North education.

The Verdde embodies the UArctic values (UArctic strategic plan 2030) of embracing Indigenous peoples by reflecting that the “UArctic promotes relationships of respect, trust, and partnership, and embraces the perspectives and knowledge of northern Indigenous peoples.”  According to UArctic strategic plan 2030, the “UArctic builds, shares, and applies knowledge through member contributions and collaboration, in research and science as well as Indigenous and traditional knowledge.”

Cooperation needs to be strengthened between Indigenous education institutions as well as between people working in the fields of Indigenous education. Strengthening is also needed in teaching of Indigenous languages and Indigenous Knowledges, and the research connected with these areas. Through thematic network activities, the Verdde TN will continue its mutually beneficial work in Indigenous education that contributes to the lives of students and future generations of educators, promotes northern voices and worldview, and highlights the perspectives and knowledge of northern Indigenous Peoples through education.

Related institutions:

Memorial University of Newfoundland/Labrador Campus, Canada
Nunavut Arctic College, Canada
University of Alaska Fairbanks
University of Alaska Southeast, Juneau Campus
Alaska Pacific University
Sámi University of Applied Sciences

Photos:
Photo 1: Elisabeth Utsi Gaup from Sami Allaskuvla visiting Elder Elisabeth Penasue at her tent. Photo: Marikaisa Laiti.
Photo 2: Sami kindergarten in Guovdageaidnu, visiting Gáhkkorčoru studeantta mánáidgárdi. Photo submitted by Labrador Campus, Memorial University
Photo 3: Meeting with Elder Jean Crane in Happy Valley, Goose Bay spring 2022. From left: Rauna Triumf, Jean Crane, Sylvia Moore, Elisabeth Utsi Gaup. Photo: Marikaisa Laiti

Marikaisa Laiti, Lead, Sámi University of Applied Sciences

Sylvia Moore, Vice-Lead, Memorial University of Newfoundland