Gøril Figenschou

Gøril Figenschou is an Associate Professor in the Department of Teacher Education and Pedagogy at UiT The Arctic University of Norway, campus Alta. Her academic work is situated at the intersection of teacher education, Sami cultural inclusion, and early childhood pedagogy. She contributes to shaping pedagogical practices in northern Norway with a strong focus on equity and post-colonial reflection.

Her research interests center on Sami themes in education, exploring how indigenous knowledge and perspectives can be integrated into school curricula. She investigates cultural responsiveness in teacher training and examines the challenges educators face in addressing Sami content. Additional focus areas include educational management, particularly in kindergarten settings, where she studies control, authority, and daily routines. Her work emphasizes the need for decolonizing educational practices and fostering inclusive environments.

The recent articles highlight a consistent trajectory in her scholarship: integrating Sami perspectives into mainstream education (2023) and analyzing control mechanisms in early childhood settings (2017, 2020). These works reflect a dual commitment to cultural justice and pedagogical leadership.

Scientific Contributions:

• Leading research on Sami representation in school curricula
• Author of influential chapters on post-colonial education projects
• Doctoral work on management mentality in kindergartens

She has contributed to institutional projects such as the evaluation of preschool teacher education and interdisciplinary initiatives like The Art of Being Restless. While no formal advisees are listed, her publications and projects suggest an active role in mentoring and academic collaboration. Her research is deeply embedded in the sociocultural context of northern Norway, aiming to transform educational practices through inclusive and reflective pedagogy.

She is involved in projects related to teacher education reform and indigenous knowledge integration, indicating ongoing engagement with both policy and practice. Her work continues to influence how Sami themes are approached in Norwegian educational institutions.