Tuija Veintie
Biographic Data
| ID | 843203 |
|---|---|
| NAME | Tuija Veintie |
| GIVEN NAMES | Tuija |
| FAMILY NAME | Veintie |
| SIGNATURE | VEINTIE T |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0001-6048-2097 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From sustainability perception to action in higher education
In the face of global sustainability challenges, society expects higher education to produce talent of the future to solve current and future problems. Little research exists on sustainability perceptions of all personnel in higher education institutions and their capacity to promote sustainability transition. This study explores sustainability perceptions among the university’s entire personnel, including faculty and staff, and how they perceive…
The (im)possibilities of education in Amazonia
Transition to distant education modality due to Covid-19 pandemic raised concerns about widening educational inequalities worldwide. This article examines Amazonian Indigenous youths' access to upper secondary schooling in Ecuador and the resilience of the Intercultural Bilingual Education system in the face of global health emergency with other concurrent crises. The majority of students and teachers in the studied schools lack access to online …
Fostering Indigenous young people’s socio-environmental consciousness through place-based learning in Ecuadorian Amazonia
Education has a fundamental role in preparing youth to address the socio-environmental challenges that threaten Indigenous territories in Ecuadorian Amazonia. In this study, we focus on place-based learning and analyse how diverse learning spaces in the everyday lives of the Indigenous youth allow them to engage with diverse knowledges on socio-environmental issues. We conducted participatory mapping, photo elicitation, and interviews in three up…
Practical Learning and Epistemological Border Crossings
This article examines the incorporation of Indigenous knowledge into an intercultural bilingual teacher education program in the Ecuadorian Amazon. The article focuses on student teachers' and teacher educators' views on the ways in which Indigenous knowledge can guide educational practices. An ethnographic study was conducted in one teacher education institute in the Ecuadorian Amazon. The article is based on interviews with student teachers, te…
Coloniality and Cognitive Justice
This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning a…
The perceptions of knowledge and learning of Amazonian indigenous teacher education students
This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and researcher-respondent discussions. We found that the students conceptualised knowledge and learning prima…
Fostering Indigenous young people’s socio-environmental consciousness through place-based learning in Ecuadorian Amazonia
Education has a fundamental role in preparing youth to address the socio-environmental challenges that threaten Indigenous territories in Ecuadorian Amazonia. In this study, we focus on place-based learning and analyse how diverse learning spaces in the everyday lives of the Indigenous youth allow them to engage with diverse knowledges on socio-environmental issues. We conducted participatory mapping, photo elicitation, and interviews in three up…
Practical Learning and Epistemological Border Crossings
This article examines the incorporation of Indigenous knowledge into an intercultural bilingual teacher education program in the Ecuadorian Amazon. The article focuses on student teachers' and teacher educators' views on the ways in which Indigenous knowledge can guide educational practices. An ethnographic study was conducted in one teacher education institute in the Ecuadorian Amazon. The article is based on interviews with student teachers, te…
The perceptions of knowledge and learning of Amazonian indigenous teacher education students
This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and researcher-respondent discussions. We found that the students conceptualised knowledge and learning prima…
Practical Learning and Epistemological Border Crossings
This article examines the incorporation of Indigenous knowledge into an intercultural bilingual teacher education program in the Ecuadorian Amazon. The article focuses on student teachers' and teacher educators' views on the ways in which Indigenous knowledge can guide educational practices. An ethnographic study was conducted in one teacher education institute in the Ecuadorian Amazon. The article is based on interviews with student teachers, te…
Coloniality and Cognitive Justice
This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning a…
The (im)possibilities of education in Amazonia
Transition to distant education modality due to Covid-19 pandemic raised concerns about widening educational inequalities worldwide. This article examines Amazonian Indigenous youths' access to upper secondary schooling in Ecuador and the resilience of the Intercultural Bilingual Education system in the face of global health emergency with other concurrent crises. The majority of students and teachers in the studied schools lack access to online …
Fostering Indigenous young people’s socio-environmental consciousness through place-based learning in Ecuadorian Amazonia
Education has a fundamental role in preparing youth to address the socio-environmental challenges that threaten Indigenous territories in Ecuadorian Amazonia. In this study, we focus on place-based learning and analyse how diverse learning spaces in the everyday lives of the Indigenous youth allow them to engage with diverse knowledges on socio-environmental issues. We conducted participatory mapping, photo elicitation, and interviews in three up…
From sustainability perception to action in higher education
In the face of global sustainability challenges, society expects higher education to produce talent of the future to solve current and future problems. Little research exists on sustainability perceptions of all personnel in higher education institutions and their capacity to promote sustainability transition. This study explores sustainability perceptions among the university’s entire personnel, including faculty and staff, and how they perceive…
Indigenous (5 works) · Sociology (5 works) · Amazon rainforest (4 works) · Pedagogy (4 works) · Political science (4 works) · Anthropology (3 works) · Indigenous Education (3 works) · Psychology (3 works) · Traditional knowledge (3 works) · Ecology (2 works)