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Education, Equity and Inclusion

Teaching and Learning for a Sustainable North

  • Book
  • Open Access
  • © 2023

You have full access to this open access Book


  • Directly addresses the United Nations Sustainable Development Goal 4 (Education) in the Arctic context
  • Perspectives useful to teacher educators, education researchers & education policy makers in the north and beyond
  • Addresses a variety of language and identity issues from vantage points not often included in education research
  • This book is open access, which means that you have free and unlimited access

Part of the book series: Springer Polar Sciences (SPPS)

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Table of contents (17 chapters)


About this book

This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts.

While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a moresustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Editors and Affiliations

  • Institute of Social & Economic Research, University of Alaska Anchorage, Anchorage, USA

    Diane B. Hirshberg

  • Carnegie School of Education, Leeds Beckett University, Leeds, UK

    Mhairi C. Beaton

  • Department of Education, UiT The Arctic University of Norway, Tromsø, Norway

    Gregor Maxwell

  • Faculty of Education, University of Lapland, Rovaniemi, Finland

    Tuija Turunen

  • UArctic International Secretariat, University of Lapland, Rovaniemi, Finland

    Janette Peltokorpi

Bibliographic Information

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