| dc.description.abstract | This master’s thesis seeks to investigate why some indigenous groups are more often selected when second language learning teachers work with the curricular aim “explore and reflect upon the situation of indigenous peoples in the English-speaking world and in Norway” (Ministry of Education and Research, 2019, p. 9). In previous research, Native Americans and Aboriginals seem to be the two indigenous groups that are often portrayed most frequently in educational textbooks. Hence, this thesis will investigate what factors that are present when L2 teachers are working with this aim. A mixed-method approach was used in this research project to collect data, including both an online survey and interviews with two teachers.
Findings imply that Native Americans and Aboriginals are still the two most predominant selected indigenous peoples, even though there is a new curriculum in place LK20. The study reviewed if the curriculum LK06 had an impact on limiting teachers in selecting a particular indigenous group. As the selected group did not change with a more autonomous curriculum LK20, other factors had to be reviewed. A key factor in selecting an indigenous group was the educational textbooks. The interviewed teachers from the study pointed out that they often selected a group based on what the book portrayed and included.
Previous research shows that Native Americans are the most frequently portrayed group in educational textbooks. There is no question why this is the most frequently selected one (Børve, 2019, Hetland, 2022, Lund, 2019). Subsequently, the interviewed teachers also stressed that relevance for the chosen group was also a prominent factor in selecting a certain group. Hence, teachers’ education was also reviewed to understand the research question. The research highlights three key factors in why teachers choose certain indigenous groups for teaching: education, relevance and adequate tools. | |
