Essay

Education is often seen as a cornerstone of equality and participation in society, but for many Indigenous communities, the systems meant to empower them have also contributed to marginalization. My thesis explored this tension by comparing approaches to special education methods at Ilisimatusarfik (University of Greenland) and Sámi Allaskuvla (Sámi University of Applied Sciences in Norway). The study investigated how these institutions design, teach, and reflect upon special education, and what this reveal about the broader relationship between Indigenous knowledge, state education systems, and inclusion.

The starting point was a central question: How is special education shaped and practiced in two Indigenous higher education institutions, and what does this say about cultural perspectives on inclusion?

To answer this, I conducted a comparative study. At Ilisimatusarfik, I examined curricula, teaching strategies, and interviews with educators about how they handle second language education. At Sámi Allaskuvla, I looked at similar material, paying close attention to the university’s strong foundation in Sámi language and pedagogy. The methodology combined textual analysis with qualitative interviews, aiming to capture both institutional frameworks and the lived perspectives of teachers and students.

By using a comparative approach, the thesis also situated these universities within broader Indigenous struggles for recognition, cultural survival, and educational sovereignty.

At Ilisimatusarfik, special education is taught primarily from a Danish and Western pedagogical framework. Much of the literature, methods, and terminology are imported mostly from Denmark, reflecting Greenland’s colonial history and its continued educational ties.

Educators acknowledged that this creates challenges. The Greenlandic language has limited terminology that are actually implemented in academia. For special education concepts, and the translation process can distance teachers from the material. Students often find themselves caught between Danish academic frameworks and the realities Greenlandic society faces, where we have looked into our history from western perspectives.

Another finding was the gap between theory and practice. While courses cover established models of disability and inclusion, the reality in Greenlandic schools is marked by limited resources, understaffing, and a shortage of teachers trained specifically in special needs. Teachers described working under pressure, with responsibility often falling on individuals rather than being supported by a well-structured system.

In short, special education in Greenland is shaped by external influences, adapted locally with significant effort, but still lacking a foundation deeply rooted in Greenlandic knowledge and language.

At Sámi Allaskuvla, the situation is different. Special education is strongly embedded in Sámi language and pedagogy. Teaching does not simply translate Norwegian concepts into Sámi but instead seeks to integrate Sámi cultural values, traditional ways of learning, and a collective perspective on community and wellbeing.

Educators emphasized the importance of language: teaching in Sámi enables teachers to address inclusion within a worldview that students recognize as their own. This approach strengthens both professional competence and cultural identity.

The institution also prioritizes research and curriculum development grounded in Sámi needs. While Norway’s national framework influences the program, Sámi Allaskuvla has carved out an independent space where Sámi knowledge is valued equally to Western pedagogies. This creates a model of educational self-determination that Greenland has yet to achieve in academia.

Placing the two cases side by side highlights sharp contrasts. Both institutions operate under national education systems shaped by dominant cultures, but their strategies differ.

• Greenland: Relies heavily on imported frameworks from Denmark and western worldviews, with limited integration of Greenlandic cultural perspectives in higher education. The system struggles with translation issues, resource shortages, and a lack of culturally rooted pedagogy.

• Sápmi: Works actively to strengthen Sámi language, culture, and knowledge within higher education. Special education is framed as part of a larger Indigenous project of decolonization and cultural development.

The comparison illustrates how colonial legacies and state relations shape educational outcomes. Greenland’s continued dependence on Denmark hinders the development of a locally rooted pedagogy, while Sámi Allaskuvla shows how institutional autonomy can foster culturally relevant education. While Ilisimatusarfik had developed a Department called Sila, where Indigenous knowledge is centered in academia, we could learn from this idea and further develop our higher education through our Worldviews as well.

This is not only a question of teaching methods. Special education, as practiced in these two contexts, becomes a lens through which to view broader power relations. Whose knowledge counts? Which language sets the standard? Who defines narratives in history and inclusion?

In Greenland, the reliance on Danish frameworks reflects a structural imbalance that mirrors other areas of governance and cultural life. In Sápmi, Sámi Allaskuvla’s insistence on Sámi frameworks is a political act of cultural affirmation, challenging assimilation and asserting sovereignty.

The thesis concludes that special education in Indigenous higher education is not just a technical issue but a cultural and political one. Greenland and Sápmi represent two different pathways: one still heavily dependent on colonial legacies, the other actively building educational sovereignty.

For Greenland, the challenge is to move beyond translation and adaptation toward developing a pedagogy that is genuinely rooted in Greenlandic language and culture. For Sápmi, the task is to continue strengthening its independent frameworks while navigating the pressures of national and international educational standards.

The comparison also holds lessons for other Indigenous communities worldwide: educational sovereignty matters. Special education, often overlooked in discussions of decolonization, can in fact be a crucial arena where cultural development and inclusion intersect.