Course Syllabus

 

 

Semester & Location:	Summer 2026 - DIS Copenhagen
Type & Credits:	3 credits
Major Disciplines:	Anthropology, History, Arctic Studies
Course Title:	Kalaallit Nunaat: Greenland’s History, Culture and People
Faculty Member:	Helle Rytkønen, Ph.D.
Time & Place:	Copenhagen and Greenland.

Co-requisites:            Either Eco-Psychology; Climate Change in Action or                                      Arctic Geopolitcs.

Course description

This course is an intensive, transdisciplinary exploration of Greenland, one of the most interesting parts of the Arctic. Greenland is the world’s largest island that is not a continent, spanning three times the size of Texas and with a population of only 57.000 people, 88% of whom identify as inuit.  Kalaallit or Greenlanders have similar circumstances as many other indigenous populations who have been colonized – fights for independence and the right to speak their language and uphold their traditions, high rates of suicide, etc. – but the innuit in Greenland are also the majority population and they have strong and vibrant political and cultural institutions.

This course is an immersive and experiential exploration of Greenland’s cultural heritage, history, art, and narratives. By blending traditional academic analysis with firsthand experiences in Greenland, the course delves into the competing histories of Greenland’s history and present, examining, for example the impact of Greenland’s at times contentious relation with Denmark and the country’s ongoing efforts to define itself as an independent nation with a large diaspora in Denmark. 

We will engage with local perspectives through direct interactions with Greenlandic hunters, artists, scholars, politicians and community leaders, gaining insights into the traditions and cultural expressions that shape the diversity of Greenlandic identities. We will gain a nuanced understanding of Greenland’s past and its impact on current days’ practices in the context of globalization and global warming. The class will be problem-based in the sense that we’ll seek to understand what is at stake from Greenlandic perspectives.

Moving beyond the conventional classroom, this course dismantles traditional academic compartmentalization and draws on academic, indigenous, social, and artistic perspectives. Together, we’ll address the repurcussions of complex global issues such as climate change, sovereignty, and colonialism in a local setting.

Instructor

Helle Rytkønen (she/her) earned a Ph.D. from Stanford University and a M.S. and B.S. from the University of Copenhagen. She has taught DIS classes in gender studies, cross-cultural communication and humor, race, class and gender. Before coming to DIS, Helle lived in San Francisco for 20 years and taught classes at Stanford University, University of San Francisco and Hope House, a rehabilitation center in California for female substance abusers and criminals. 

Learning outcomes for the course

• Recognize and critically reflect on the contributions of indigenous knowledge, and develop the ability to learn from local practices and perspectives.
• Analyze how global challenges—such as climate change and geopolitical interest from major powers (e.g., the U.S., Russia, and China)—affect local Arctic communities, with a focus on Greenland.
• Examine the impacts of postcolonial relations between Denmark and Greenland and evaluate competing narratives about how these dynamics shape contemporary debates around language, independence, restitution, identity, and mental health.

Approach to teaching:

This course will be taught partly in Copenhagen and partly in Greenland. The course is our course which means you have a chance to help shape our time together. I provide the framework and have selected texts, guests, visits, activities etc. to inspire and challenge our understanding of Greenland’s history, culture and heritage but this class only really takes off if you take ownership and participate - by listening with curiousity and an open mind to your classmates and to the local population and by voicing your opinion or exploring a different view point.

The class consists of a combination of short introductions to the material and more interactive activities such as class discussions, field studies and meetings with people who will help us understand our topic from multiple perspectives.

Activities may include:

• Meeting with entrepreneur who grows microgreens and strawberries in the middle of the Arctic and discuss food security in a time of changing sea routes due to melting ice.
• Meeting with a female musher to learn about the current and historical importance of sleddogs for Greenlandic life. We will also help care for the sleddogs.
• Fishing with local fisher and meeting with microbiologist to learn about the dietary and cultural importance of catching fish, whales, seals, etc. We’ll read critical accounts of Western knowledge about healthy food and diets and discuss the local effects on health and culture of changing hunting and fishing patterns due to global warming.
• Meeting with Greenlandic author Niviaq Korneliussen to discuss the role of indigenous and colonial language in queer art.

A safe and brave space

Our class is discussion based and I encourage you to be open, curious and respectful during your own and your classmates' learning experiences. Remember to challenge ideas - not people. This will also be quite a different experience than most academic classes as most of our learning will take place outside in Greenland (we’ll bring everything that’s needed to create a classroom “on the go”).

Academic Honesty:

You are a part of an intellectual community and I expect that you abide by the highest standards of intellectual honesty in your academic work. This means that you do your own work and credit all work or thought taken from others. Experience shows that if we are stressed or pressed for time, we fall into bad habits, including "borrowing" ideas from others without proper citation. Don't do it. Instead, let me know that your time management went down the drain and we'll find a solution.

ChatGPT and other AI bots: 

We are entering a pivotal time with the introduction of ChatGPT and other AI bots and I am curious to explore how they can be helpful in our learning and not just used as an easy work-around. Feel free to use ChatGPT and other AI bots - for brainstorming, idea generation, drafts, etc. but remember to apply good academic practices: consider biases and omissions, check the information, cite sources and make it clear what you have used ChatGPT or other AI bots for. In the end, the work should be yours but if ChatGPT and other AI bots can be your assistance in the process, excellent.

Grading

A word about grades: I realize that grades are important to you, but try not to let your anxiety about grades deter you from taking intellectual risks and learning just for the joy of learning. Also, I do not grade to punish or reward you just as your grade is not an indication of my evaluation of you as a person. I grade you to give you my honest assessment of your academic performance at this point in time.

Attendance:  Because we are creating a learning community where we learn from each other and take intellectual chances together, your presence is important. We are therefore all expected to attend all classes, guest lectures, workshops, field studies, etc. If you are not feeling well - mentally or physically - or miss a class to celebrate a religious holiday, let me know beforehand and make sure to ask me or your fellow students about the work you must do to keep up in class. 

The summer is going to by super quickly so it is crucial for your learning that you stay on task, set aside time for readings and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. Late assignments will be marked down with 1/3 of a grade for each day it is late. However, each of you have a "time bank" with 48 hours which you can draw from at any time, no questions asked and with no impact on your grade. If you are finding that you cannot make a deadline, email me before the deadline and let me know that you will be using your time bank to submit your assignment up to 48 hours later.

Your well-being and mental health

I understand that life sometimes gets in the way of learning and/or you might face challenges with your mental health. If that's the case, come talk to me or contact our careteam (care@dis.dk). Let me know if you are nervous about speaking in a group setting, giving presentations, making it to class on time or the like. We'll work something out and I'm here to help - and to have fun learning together.

Questions or just want to talk?
Feel free to email or schedule an appointment, I would love to talk to you.

*The syllabus is likely to change slightly in the course of the summer to reflect the class' interests. You will know well in advance if there are any changes.

Assesment

Engaged participation 25% - includes helping take responsibility for the whole group’s learning by demonstrating curiosity of the material and the viewpoints of your classmates and the local population;  active listening; proactively asking for help if needed. You will also submit small written assignments (participation observations of daily interactions)

Portfolio Assignment 25%

Curated Exhibition 15% - bearing in mind historic and current Western representations of the Arctic and the indigenous population in Greenland, and taking Greenland’s oral history into account, write a plan for a curated exhibition which reflects a part of life in Greenland. Include illustrations, explain who your audience is and how you have taken them into account in your choices. Draw on conversations with local artists and historians and your theoretical knowledge of identify formation and nation-building.

Reconciliation Simulation Game 35% - In smaller groups, you’ll be assigned roles for a simulated reconciliation process between Greenland and Denmark.

 

Readings

All texts for the course will be posted on DIS Canvas. There is no textbook.

Selected texts:

Berthelsen, Julie, and Naja Carina Steenholdt. "Decolonization and Healing in Greenland."

Crimson. Niviaq Korneliussen. Translated by Anna Halager. United Kingdom: Virago Press, 2021.

Denmark and the New North Atlantic: Narratives and Memories in a Former Empire.

Harper, Kenn. Give Me My Father’s Body: The Life of Minik, the New York Eskimo. New York: Washington Square Press, 2001.

Hoegh, Kenneth, and Claus Andersen. "Kalaallit Nunaat – Greenland: A Postcolonial Society Between Two Worlds."

Jacobsen, Marc. "Geopolitics and Sovereignty in the Arctic."

Kleemann, Jessie. "Poetry and Visual Art: 'Arkhticós Dolorôs' and Other Works." Inuit Art Quarterly.

Korneliussen, Niviaq. Crimson. Translated by Anna Halager. United Kingdom: Virago Press, 2021.

Lopez, Barry. Arctic Dreams. New York: Charles Scribner's Sons, 1986.

Lynge, Aqqaluk. "Denmark and Greenland: Colonial Relations and Cultural Dependency." Inuit Circumpolar Council.

Lynge-Rasmussen, Pipaluk, editor. We Are Here: An Introduction to Kalaallit Nunaat (Greenland).

"Kalaallit Nunaat: Seen Through Our Eyes." Short films and interviews by Greenlanders.

Qitsualik-Tinsley, Rachel. "Kalaallit Nunaat: Greenland’s Indigenous Heritage in the Age of Globalization."

Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. 2nd ed., London: Zed Books, 2012.

Stern, Pamela, editor. The Inuit World. Routledge, 2021.

"A Seat at the Table." Featuring Aviaya Hauptman.

Watt-Cloutier, Sheila. "The Right to Ice: The Cryosphere and Human Rights."

Movies/Documentaries:

Kampen om Grønland [The Fight for Greenland]. Directed by Kenneth Sorento, Bullitt Film, 2020. Filmstriben, https://fjernleje.filmstriben.dk/film/9372629165/kampen-om-gronland.

Magic Mud. Directed by Jakob Gottschau, featuring Minik Rossing. Danish Documentary, 2024.

Sume: The Sound of a Revolution. Directed by Inuk Silis Høegh, Ánorâk Film, 2014. https://www.thesoundofarevolution.com/.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading
• Academic Expectations and Honor Code