{ "schema": 1, "build": { "date": "2026-10-15", "code": "9a12bfb", "data": "c2b95bce", "coding_changed": "2026-10-15", "stats_sha256": "780213a90a9b107a", "n": 73 }, "groupings": [ { "key": "Rammer og styring", "no": "Rammer og styring", "en": "Frameworks and governance" }, { "key": "Skole og undervisning", "no": "Skole og undervisning", "en": "School and teaching" }, { "key": "Elevene og språket", "no": "Elevene og språket", "en": "The pupils and the language" } ], "themes": [ { "key": "Curriculum & content representation", "no": "Læreplan og innholdsrepresentasjon", "en": "Curriculum & content representation", "def_no": "Hva læreplanene sier, hvordan samisk innhold er representert, hvordan læreplanene omtales og fortolkes, og hvordan de gjennomføres i praksis.", "def_en": "What the curriculum says, how Sámi content is represented, curriculum discourse and implementation.", "grouping": "Rammer og styring" }, { "key": "Organisation & delivery of provision", "no": "Organisering av tilbudet", "en": "Organisation & delivery of provision", "def_no": "Hvordan opplæringstilbudet er organisert, blant annet gjennom samiske klasser, ulike opplæringsmodeller og fjernundervisning. Omfatter også hvordan retten til samiskopplæring ivaretas i praksis, og hvordan forhold som lærermangel påvirker tilbudet.", "def_en": "How provision is arranged: Sámi classes, models of provision, distance teaching, the right to education in practice. A shortage of teachers as a condition of the provision studied belongs here.", "grouping": "Rammer og styring" }, { "key": "Language rights, policy & entitlement", "no": "Språkrettigheter og politikk", "en": "Language rights, policy & entitlement", "def_no": "Lovverk, retten til opplæring i samisk og utdannings- og språkpolitikk som forskningsområde.", "def_en": "Legislation, the right to education in Sámi, policy as an object of study.", "grouping": "Rammer og styring" }, { "key": "Assessment practice & validity", "no": "Vurdering og prøver", "en": "Assessment practice & validity", "def_no": "Eksamen, nasjonale prøver og vurderingspraksis, inkludert spørsmål om hvor godt vurderingsformene måler samiske elevers kompetanse.", "def_en": "Exams, national tests, assessment practice and how valid assessment is for Sámi pupils.", "grouping": "Rammer og styring" }, { "key": "Teacher education & pipeline", "no": "Lærerutdanning og rekruttering", "en": "Teacher education & pipeline", "def_no": "Utdanning og rekruttering av samiske lærere på systemnivå. Omfatter lærerutdanningenes organisering og regulering, samt rekruttering til og gjennom utdanningene.", "def_en": "The education and recruitment of Sámi teachers as a system: teacher education programmes and their regulation, and recruitment into and through them.", "grouping": "Rammer og styring" }, { "key": "Pedagogy & classroom practice", "no": "Pedagogikk og klasseromspraksis", "en": "Pedagogy & classroom practice", "def_no": "Undervisningsmetoder, klasseromsdidaktikk, land- og stedsbasert pedagogikk og elevenes læringsutbytte.", "def_en": "Classroom didactics, teaching methods, land- and place-based pedagogy, learning outcomes.", "grouping": "Skole og undervisning" }, { "key": "Materials design & use", "no": "Læremidler og læremiddelbruk", "en": "Materials design & use", "def_no": "Utvikling, tilgjengelighet og bruk av lærebøker, digitale verktøy og annet læringsinnhold.", "def_en": "The design, availability and use of textbooks, digital tools and learning content.", "grouping": "Skole og undervisning" }, { "key": "Teacher competence & professional development", "no": "Lærerkompetanse og profesjonsutvikling", "en": "Teacher competence & professional development", "def_no": "Læreres kunnskap, erfaringer, holdninger og kompetansebehov gjennom hele yrkesløpet. Omfatter kvalifikasjoner, etter- og videreutdanning, samt lærerstudenters læring og oppfatninger.", "def_en": "What teachers know, believe and need at every career stage: qualifications, competence, in-service training, and what student teachers learn and believe.", "grouping": "Skole og undervisning" }, { "key": "Support provision & special needs", "no": "Spesialpedagogisk støtte", "en": "Support provision & special needs", "def_no": "Spesialpedagogiske tilbud og støttetjenester for samiske elever, og hvordan disse er tilpasset og samordnet med samiskspråklig opplæring.", "def_en": "How support reaches Sámi pupils: special-needs provision, support services and how they work together with Sámi-medium schooling.", "grouping": "Skole og undervisning" }, { "key": "Learner identity, motivation & wellbeing", "no": "Elevidentitet, motivasjon og trivsel", "en": "Learner identity, motivation & wellbeing", "def_no": "Elevenes identitet, motivasjon, trivsel, holdninger, tilhørighet og psykososiale skolemiljø.", "def_en": "Identity, motivation, the psychosocial environment, attitudes and belonging.", "grouping": "Elevene og språket" }, { "key": "Language use & vitality", "no": "Språkbruk og vitalitet", "en": "Language use & vitality", "def_no": "Elevenes språkvalg og språkbruk, samt forhold som påvirker språkets videreføring og utvikling. Omfatter blant annet språklig vitalitet, overføring mellom generasjoner og bruk av samisk blant barn og unge.", "def_en": "Pupils' language choice, use and maintenance: linguistic vitality, transmission between generations, use of the language among children and young people.", "grouping": "Elevene og språket" }, { "key": "Literacy & language proficiency", "no": "Lese-/skriveferdighet og språkkompetanse", "en": "Literacy & language proficiency", "def_no": "Lesing, skriving, muntlige ferdigheter og flerspråklig kompetanse som forskningsområder.", "def_en": "Reading, writing, oral proficiency and multilingual competence as the object of study.", "grouping": "Elevene og språket" } ], "rules": [ { "key": "main", "no": "Bare hovedtemaet", "en": "The main theme only", "about_no": "Hver studie plasseres kun under sitt hovedtema. Siden hver studie har ett hovedtema, gir dette 73 plasseringer i kartet." }, { "key": "central", "no": "Sentrale temaer", "en": "Central themes", "about_no": "Hver studie plasseres under alle temaer som er vurdert som sentrale (skår 3). Dette omfatter hovedtemaet og eventuelt ett annet sentralt tema. Til sammen gir det 114 plasseringer, ettersom 41 av studiene har to sentrale temaer." }, { "key": "contributes", "no": "Alle temaer studien bidrar til", "en": "All themes the study contributes to", "about_no": "Hver studie plasseres under alle temaer den bidrar til (skår 2 eller 3). Dette gir til sammen 325 plasseringer. Nesten alle studiene bidrar til mer enn ett tema." } ], "dims": [ { "key": "rq", "no": "Forskningsspørsmål", "en": "Research question", "axis": true, "z": true, "filter": true, "about_no": "Studiene med begge forskningsspørsmålene som primært fokus står under begge.", "values": [ { "key": "Teaching under the Sami curriculum", "no": "Opplæring på samisk", "en": "Teaching in Sámi", "colour": "#0072B2" }, { "key": "Teaching of the Sami language", "no": "Opplæring i samisk", "en": "Teaching of Sámi", "colour": "#009E73" }, { "key": "Other", "no": "Opplæring om samiske forhold", "en": "Teaching about Sámi issues", "colour": "#E69F00" } ] }, { "key": "sprak", "no": "Samisk språk", "en": "Sámi language", "axis": true, "z": true, "filter": true, "about_no": "Det eller de samiske språkene studien gjelder. Uspesifisert: studien skriver bare «samisk». Pite-, ume-, skolte-, enare- og kildinsamisk har ingen egen kolonne: den ene studien som gjelder dem, står også under nord-, lule- og sørsamisk.", "full": { "field": "sprak", "about_no": "Språkene slik de er kodet (F1). I kartet har de mindre samiske språkene ingen egen kolonne.", "values": [ { "key": "North Sami", "no": "Nordsamisk", "en": "North Sámi", "colour": "#0072B2" }, { "key": "Lule Sami", "no": "Lulesamisk", "en": "Lule Sámi", "colour": "#D55E00" }, { "key": "South Sami", "no": "Sørsamisk", "en": "South Sámi", "colour": "#009E73" }, { "key": "Other Sami language", "no": "Andre samiske språk", "en": "Other Sámi languages", "colour": "#E69F00" }, { "key": "General/Unspecified", "no": "Uspesifisert", "en": "Unspecified", "colour": "#97a3b0" }, { "key": "(none)", "no": "Uten samisk språk i opplæringen", "en": "No Sámi language in the education", "rest": true, "colour": "#8a96a3" } ] }, "values": [ { "key": "North Sami", "no": "Nordsamisk", "en": "North Sámi", "colour": "#0072B2" }, { "key": "Lule Sami", "no": "Lulesamisk", "en": "Lule Sámi", "colour": "#D55E00" }, { "key": "South Sami", "no": "Sørsamisk", "en": "South Sámi", "colour": "#009E73" }, { "key": "General/Unspecified", "no": "Uspesifisert", "en": "Unspecified", "colour": "#97a3b0" }, { "key": "(none)", "no": "Uten samisk språk i opplæringen", "en": "No Sámi language in the education", "rest": true, "colour": "#8a96a3" } ] }, { "key": "elevgruppe", "no": "Elevenes språkbakgrunn", "en": "Pupils' language background", "axis": true, "z": false, "filter": true, "about_no": "Elevgruppene studien har data om. Uspesifisert: studien beskriver ikke elevenes språkbakgrunn. Utenfor 1.–13. trinn: lærerstudenter og andre utenfor grunnopplæringen.", "values": [ { "key": "Sami L1", "no": "Samisk som førstespråk", "en": "Sámi as first language", "colour": "#0072B2" }, { "key": "Sami L2", "no": "Samisk som andrespråk", "en": "Sámi as second language", "colour": "#E69F00" }, { "key": "Sami heritage", "no": "Samisk som arvespråk", "en": "Sámi as heritage language", "colour": "#009E73" }, { "key": "Non-Sami pupils", "no": "Ikke-samiske elever", "en": "Non-Sámi pupils", "colour": "#CC79A7" }, { "key": "Unspecified", "no": "Uspesifisert", "en": "Unspecified", "colour": "#56B4E9" }, { "key": "Other", "no": "Utenfor 1.–13. trinn", "en": "Outside grades 1–13", "colour": "#D55E00" } ] }, { "key": "niva", "no": "Utdanningsnivå", "en": "Education level", "axis": true, "z": true, "filter": true, "about_no": "Grunnskolen samler barne- og ungdomstrinnet, fordi de fleste studiene dekker begge. Ikke oppgitt i studien: studien sier ikke hvilket nivå opplæringen gjelder.", "full": { "field": "niva", "about_no": "Nivåene slik de er kodet (C3). I kartet er barnetrinnet og ungdomstrinnet slått sammen til «Grunnskolen (1.–10.)».", "values": [ { "key": "Primary (1-7)", "no": "Barnetrinn (1.–7.)", "en": "Primary (grades 1–7)", "colour": "#CC79A7" }, { "key": "Lower secondary (8-10)", "no": "Ungdomstrinn (8.–10.)", "en": "Lower secondary (grades 8–10)", "colour": "#56B4E9" }, { "key": "Upper secondary (11-13)", "no": "Videregående (11.–13.)", "en": "Upper secondary (grades 11–13)", "colour": "#E69F00" }, { "key": "Teacher education", "no": "Lærerutdanning", "en": "Teacher education", "colour": "#009E73" }, { "key": "(nr)", "no": "Ikke oppgitt i studien", "en": "Not reported in the study", "rest": true, "colour": "#8a96a3" } ] }, "values": [ { "key": "Compulsory (1-10)", "no": "Grunnskolen (1.–10.)", "en": "Compulsory school (1–10)", "colour": "#0072B2" }, { "key": "Upper secondary (11-13)", "no": "Videregående (11.–13.)", "en": "Upper secondary (grades 11–13)", "colour": "#E69F00" }, { "key": "Teacher education", "no": "Lærerutdanning", "en": "Teacher education", "colour": "#009E73" }, { "key": "(nr)", "no": "Ikke oppgitt i studien", "en": "Not reported in the study", "rest": true, "colour": "#8a96a3" } ] }, { "key": "laereplan", "no": "Læreplanverk", "en": "Curriculum", "axis": true, "z": false, "filter": true, "about_no": "Læreplanverkene studien analyserer, eller som gjaldt for opplæringen den beskriver; en studie kan stå under flere. Ikke oppgitt i studien: studien nevner ikke noe læreplanverk. Bare nevnt: planverk navngis bare som bakgrunn, historikk eller i litteraturlista, eller er utenlandske.", "values": [ { "key": "Before 1997", "no": "Før 1997", "en": "Before 1997", "colour": "#0072B2" }, { "key": "L97", "no": "L97", "en": "L97", "colour": "#E69F00" }, { "key": "L97S", "no": "L97S", "en": "L97S", "colour": "#009E73" }, { "key": "LK06", "no": "LK06", "en": "LK06", "colour": "#CC79A7" }, { "key": "LK06S", "no": "LK06S", "en": "LK06S", "colour": "#56B4E9" }, { "key": "LK20", "no": "LK20", "en": "LK20", "colour": "#D55E00" }, { "key": "LK20S", "no": "LK20S", "en": "LK20S", "colour": "#8C6D1F" }, { "key": "(nr)", "no": "Ikke oppgitt i studien", "en": "Not reported in the study", "rest": true, "colour": "#8a96a3" }, { "key": "(cr)", "no": "Bare nevnt (ikke analysert)", "en": "Mentioned only (not analysed)", "rest": true, "colour": "#8a96a3" } ] }, { "key": "evidens", "no": "Evidensform", "en": "Form of evidence", "axis": true, "z": true, "filter": true, "about_no": "Formen på dataene: observert, målt, rapportert eller dokumenter. Sier ingenting om kvalitet.", "values": [ { "key": "Observed", "no": "Observert", "en": "Observed", "colour": "#0072B2" }, { "key": "Measured", "no": "Målt", "en": "Measured", "colour": "#E69F00" }, { "key": "Reported", "no": "Rapportert", "en": "Reported", "colour": "#009E73" }, { "key": "Documents", "no": "Dokumenter", "en": "Documents", "colour": "#CC79A7" } ] }, { "key": "periode", "no": "Reformperiode", "en": "Reform period", "axis": true, "z": true, "filter": false, "about_no": "Publiseringsåret i periodene til læreplanverkene: L97 fra 1997, LK06 fra 2006 og LK20 fra 2020. De få studiene fra før 1997 står i den første perioden.", "values": [ { "key": "1990-2005", "no": "1990–2005 (L97)", "en": "1990–2005 (L97)", "colour": "#9ecae1" }, { "key": "2006-2019", "no": "2006–2019 (LK06)", "en": "2006–2019 (LK06)", "colour": "#4292c6" }, { "key": "2020-2026", "no": "2020–2026 (LK20)", "en": "2020–2026 (LK20)", "colour": "#08306b" } ] }, { "key": "gruppering", "no": "Gruppering (hovedtema)", "en": "Grouping (main theme)", "axis": true, "z": true, "filter": true, "about_no": "Grupperingen som studiens hovedtema hører til.", "values": [ { "key": "Rammer og styring", "no": "Rammer og styring", "en": "Frameworks and governance", "colour": "#CC79A7" }, { "key": "Skole og undervisning", "no": "Skole og undervisning", "en": "School and teaching", "colour": "#E69F00" }, { "key": "Elevene og språket", "no": "Elevene og språket", "en": "The pupils and the language", "colour": "#56B4E9" } ] }, { "key": "datainnsamling", "no": "Datainnsamling", "en": "Data collection", "axis": true, "z": false, "filter": true, "about_no": "Hvordan studien har samlet dataene; en studie kan ha flere metoder. Annet omfatter tester og prøver.", "full": { "field": "datainnsamling", "about_no": "Metodene slik de er kodet (B3). I kartet er tester og prøver samlet i «Annet».", "values": [ { "key": "Interviews", "no": "Intervju", "en": "Interviews", "colour": "#0072B2" }, { "key": "Surveys/Questionnaires", "no": "Spørreskjema", "en": "Questionnaires", "colour": "#009E73" }, { "key": "Observations", "no": "Observasjon", "en": "Observation", "colour": "#CC79A7" }, { "key": "Document analysis", "no": "Dokumentanalyse", "en": "Document analysis", "colour": "#D55E00" }, { "key": "Tests/Assessments", "no": "Tester/prøver", "en": "Tests/assessments", "colour": "#0072B2" }, { "key": "Focus groups", "no": "Fokusgrupper", "en": "Focus groups", "colour": "#E69F00" }, { "key": "Ethnographic fieldwork", "no": "Etnografisk feltarbeid", "en": "Ethnographic fieldwork", "colour": "#56B4E9" }, { "key": "Reflective/self-study", "no": "Refleksjon/selvstudie", "en": "Reflection/self-study", "colour": "#4D4D4D" }, { "key": "Participants' own texts and work", "no": "Deltakernes egne tekster og arbeider", "en": "Participants' own texts and work", "colour": "#8C6D1F" }, { "key": "Other", "no": "Annet", "en": "Other", "colour": "#0072B2" } ] }, "values": [ { "key": "Interviews", "no": "Intervju", "en": "Interviews", "colour": "#0072B2" }, { "key": "Focus groups", "no": "Fokusgrupper", "en": "Focus groups", "colour": "#E69F00" }, { "key": "Surveys/Questionnaires", "no": "Spørreskjema", "en": "Questionnaires", "colour": "#009E73" }, { "key": "Observations", "no": "Observasjon", "en": "Observation", "colour": "#CC79A7" }, { "key": "Ethnographic fieldwork", "no": "Etnografisk feltarbeid", "en": "Ethnographic fieldwork", "colour": "#56B4E9" }, { "key": "Document analysis", "no": "Dokumentanalyse", "en": "Document analysis", "colour": "#D55E00" }, { "key": "Participants' own texts and work", "no": "Deltakernes egne tekster og arbeider", "en": "Participants' own texts and work", "colour": "#8C6D1F" }, { "key": "Reflective/self-study", "no": "Refleksjon/selvstudie", "en": "Reflection/self-study", "colour": "#4D4D4D" }, { "key": "Other", "no": "Annet", "en": "Other", "colour": "#0072B2" } ] }, { "key": "objekt", "no": "Type studieobjekt", "en": "Object of study", "axis": true, "z": false, "filter": true, "about_no": "Hva studien undersøker, én verdi per studie.", "values": [ { "key": "Provision system", "no": "Opplæringstilbud/system", "en": "Provision system", "colour": "#0072B2" }, { "key": "Curriculum or policy text", "no": "Læreplan-/policytekst", "en": "Curriculum or policy text", "colour": "#E69F00" }, { "key": "Population or statistics", "no": "Populasjon/statistikk", "en": "Population or statistics", "colour": "#009E73" }, { "key": "Project or intervention", "no": "Prosjekt/intervensjon", "en": "Project or intervention", "colour": "#CC79A7" }, { "key": "Learning material or assessment", "no": "Læremiddel/prøve", "en": "Learning material or assessment", "colour": "#56B4E9" }, { "key": "Class or teaching event", "no": "Undervisningsøkt/klasse", "en": "Class or teaching event", "colour": "#D55E00" }, { "key": "Teachers, educators or practitioners", "no": "Lærere/utøvere", "en": "Teachers, educators or practitioners", "colour": "#8C6D1F" }, { "key": "Pupils or learners", "no": "Elever/lærende", "en": "Pupils or learners", "colour": "#4D4D4D" }, { "key": "Cultural practice or concept", "no": "Kulturell praksis/begrep", "en": "Cultural practice or concept", "colour": "#0072B2" } ] }, { "key": "deltakere", "no": "Deltakergrupper", "en": "Participant groups", "axis": true, "z": false, "filter": true, "about_no": "Gruppene studien har data fra, flere per studie. Studiene uten deltakere er dokumentstudier.", "values": [ { "key": "Students", "no": "Elever", "en": "Pupils", "colour": "#0072B2" }, { "key": "Teachers", "no": "Lærere", "en": "Teachers", "colour": "#E69F00" }, { "key": "School leaders", "no": "Skoleledere og skoleeiere", "en": "School leaders and administrators", "colour": "#009E73" }, { "key": "Parents/guardians", "no": "Foreldre", "en": "Parents", "colour": "#CC79A7" }, { "key": "Teacher educators/preservice", "no": "Lærerutdannere/lærerstudenter", "en": "Teacher educators/student teachers", "colour": "#56B4E9" }, { "key": "Cultural practitioners/knowledge-holders", "no": "Kulturbærere", "en": "Knowledge-holders", "colour": "#D55E00" }, { "key": "Other", "no": "Andre", "en": "Others", "colour": "#8C6D1F" }, { "key": "(none)", "no": "Ingen deltakere (dokumentstudier)", "en": "No participants (document studies)", "rest": true, "colour": "#8a96a3" } ] }, { "key": "fag", "no": "Skolefag", "en": "School subjects", "axis": true, "z": true, "filter": true, "about_no": "Fagene studien gjelder. Andre fag: duodji, engelsk, KRLE, kunst og håndverk, kvensk/finsk, naturfag, norsk og samfunnsfag (og ett tilfelle kodet «annet»). Generelt: studien gjelder ikke et bestemt fag. Ikke relevant: studien handler ikke om ordinær undervisning (for eksempel lærerutdanning alene).", "full": { "field": "fag", "about_no": "Fagene slik de er kodet (H1). I kartet er fagene utenom samisk og matematikk samlet til «Andre fag».", "values": [ { "key": "Sámi language", "no": "Samisk (språkfag)", "en": "Sámi (language subject)", "colour": "#0072B2" }, { "key": "Norwegian", "no": "Norsk", "en": "Norwegian", "colour": "#D55E00" }, { "key": "English", "no": "Engelsk", "en": "English", "colour": "#8C6D1F" }, { "key": "Mathematics", "no": "Matematikk", "en": "Mathematics", "colour": "#E69F00" }, { "key": "Natural science", "no": "Naturfag", "en": "Natural science", "colour": "#4D4D4D" }, { "key": "Social studies", "no": "Samfunnsfag", "en": "Social studies", "colour": "#D55E00" }, { "key": "Religion/ethics (KRLE)", "no": "KRLE", "en": "Religion and ethics (KRLE)", "colour": "#8C6D1F" }, { "key": "Arts & crafts", "no": "Kunst og håndverk", "en": "Arts and crafts", "colour": "#4D4D4D" }, { "key": "Duodji", "no": "Duodji", "en": "Duodji", "colour": "#D55E00" }, { "key": "Kven/Finnish", "no": "Kvensk/finsk", "en": "Kven/Finnish", "colour": "#8C6D1F" }, { "key": "Cross-curricular", "no": "Tverrfaglig", "en": "Cross-curricular", "colour": "#CC79A7" }, { "key": "General", "no": "Generelt", "en": "General", "colour": "#56B4E9" }, { "key": "Other", "no": "Annet", "en": "Other", "colour": "#4D4D4D" }, { "key": "(na)", "no": "Ikke relevant", "en": "Not applicable", "rest": true, "colour": "#8a96a3" } ] }, "values": [ { "key": "Sámi language", "no": "Samisk (språkfag)", "en": "Sámi (language subject)", "colour": "#0072B2" }, { "key": "Mathematics", "no": "Matematikk", "en": "Mathematics", "colour": "#E69F00" }, { "key": "(other subjects)", "no": "Andre fag", "en": "Other subjects", "colour": "#009E73" }, { "key": "Cross-curricular", "no": "Tverrfaglig", "en": "Cross-curricular", "colour": "#CC79A7" }, { "key": "General", "no": "Generelt (ikke fagspesifikt)", "en": "General (no particular subject)", "colour": "#56B4E9" }, { "key": "(na)", "no": "Ikke relevant", "en": "Not applicable", "rest": true, "colour": "#8a96a3" } ] }, { "key": "stedstype", "no": "Stedstype", "en": "Place type", "axis": true, "z": true, "filter": true, "about_no": "Hva slags sted studien er gjort på. Ikke oppgitt: blant annet dokumentstudier og nasjonale studier.", "values": [ { "key": "Sami core municipality", "no": "Samisk kjernekommune", "en": "Sámi core municipality", "colour": "#0072B2" }, { "key": "Rural inland", "no": "Innland, distrikt", "en": "Rural inland", "colour": "#E69F00" }, { "key": "Rural coastal", "no": "Kyst, distrikt", "en": "Rural coastal", "colour": "#009E73" }, { "key": "Town", "no": "Tettsted", "en": "Town", "colour": "#CC79A7" }, { "key": "City", "no": "By", "en": "City", "colour": "#56B4E9" }, { "key": "(none)", "no": "Ikke oppgitt", "en": "Not stated", "rest": true, "colour": "#8a96a3" } ] }, { "key": "dokument", "no": "Publikasjonstype", "en": "Publication type", "axis": true, "z": true, "filter": true, "about_no": "Rapport og annet omfatter også konferansebidrag.", "full": { "field": "dokument", "about_no": "Publikasjonstypene slik de er kodet (A2). I kartet er konferansebidrag, masteroppgaver og annet samlet i «Rapport og annet».", "values": [ { "key": "Journal article", "no": "Tidsskriftartikkel", "en": "Journal article", "colour": "#0072B2" }, { "key": "Book chapter", "no": "Bokkapittel", "en": "Book chapter", "colour": "#E69F00" }, { "key": "Report", "no": "Rapport", "en": "Report", "colour": "#009E73" }, { "key": "PhD thesis", "no": "Doktoravhandling", "en": "PhD thesis", "colour": "#CC79A7" }, { "key": "Conference paper", "no": "Konferansebidrag", "en": "Conference paper", "colour": "#56B4E9" } ] }, "values": [ { "key": "Journal article", "no": "Tidsskriftartikkel", "en": "Journal article", "colour": "#0072B2" }, { "key": "Book chapter", "no": "Bokkapittel", "en": "Book chapter", "colour": "#E69F00" }, { "key": "Report", "no": "Rapport og annet", "en": "Report and other", "colour": "#009E73" }, { "key": "PhD thesis", "no": "Doktoravhandling", "en": "PhD thesis", "colour": "#CC79A7" } ] }, { "key": "publspraak", "no": "Publiseringsspråk", "en": "Language of publication", "axis": true, "z": true, "filter": true, "values": [ { "key": "Norwegian", "no": "Norsk", "en": "Norwegian", "colour": "#0072B2" }, { "key": "English", "no": "Engelsk", "en": "English", "colour": "#E69F00" }, { "key": "North Sami", "no": "Nordsamisk", "en": "North Sámi", "colour": "#009E73" } ] }, { "key": "design", "no": "Forskningsdesign", "en": "Research design", "axis": false, "z": true, "filter": true, "about_no": "78 % av studiene er kvalitative; derfor ingen akse, men en deling av rutene.", "values": [ { "key": "Qualitative", "no": "Kvalitativ", "en": "Qualitative", "colour": "#0072B2" }, { "key": "Quantitative", "no": "Kvantitativ", "en": "Quantitative", "colour": "#E69F00" }, { "key": "Mixed methods", "no": "Mixed methods", "en": "Mixed methods", "colour": "#009E73" }, { "key": "Other design", "no": "Annet/grensetilfelle", "en": "Other/borderline", "colour": "#CC79A7" } ] }, { "key": "land", "no": "Land", "en": "Country", "axis": false, "z": false, "filter": true, "values": [ { "key": "Norway", "no": "Norge", "en": "Norway", "colour": "#0072B2" }, { "key": "Sweden", "no": "Sverige", "en": "Sweden", "colour": "#E69F00" }, { "key": "Finland", "no": "Finland", "en": "Finland", "colour": "#009E73" } ] }, { "key": "undervisningsform", "no": "Undervisningsform", "en": "Teaching modality", "axis": false, "z": true, "filter": true, "about_no": "Ikke relevant: studien undersøker ingen ordinær undervisning. Ikke oppgitt i studien: studien sier ikke hvordan undervisningen gis.", "values": [ { "key": "On-site", "no": "Stedlig", "en": "On-site", "colour": "#0072B2" }, { "key": "Distance", "no": "Fjernundervisning", "en": "Distance", "colour": "#E69F00" }, { "key": "Hybrid", "no": "Hybrid", "en": "Hybrid", "colour": "#009E73" }, { "key": "(nr)", "no": "Ikke oppgitt i studien", "en": "Not reported in the study", "rest": true, "colour": "#8a96a3" }, { "key": "(na)", "no": "Ikke relevant", "en": "Not applicable", "rest": true, "colour": "#8a96a3" } ] }, { "key": "skoleplassering", "no": "Skoleplassering", "en": "School setting", "axis": false, "z": true, "filter": true, "about_no": "Om skolen ligger innenfor forvaltningsområdet for samisk språk. Ikke relevant: studien har ingen skole å plassere. Ikke oppgitt i studien: studien sier ikke hvor skolen ligger.", "values": [ { "key": "Inside admin area", "no": "Innenfor forvaltningsområdet", "en": "Inside the administrative area", "colour": "#0072B2" }, { "key": "Outside admin area", "no": "Utenfor forvaltningsområdet", "en": "Outside the administrative area", "colour": "#E69F00" }, { "key": "(nr)", "no": "Ikke oppgitt i studien", "en": "Not reported in the study", "rest": true, "colour": "#8a96a3" }, { "key": "(na)", "no": "Ikke relevant", "en": "Not applicable", "rest": true, "colour": "#8a96a3" } ] }, { "key": "region", "no": "Fylke og landsdel", "en": "County and region", "axis": false, "z": false, "filter": true, "values": [ { "key": "Finnmark", "no": "Finnmark", "en": "Finnmark", "colour": "#0072B2" }, { "key": "Troms", "no": "Troms", "en": "Troms", "colour": "#E69F00" }, { "key": "Nordland", "no": "Nordland", "en": "Nordland", "colour": "#009E73" }, { "key": "Trøndelag", "no": "Trøndelag", "en": "Trøndelag", "colour": "#CC79A7" }, { "key": "Nord-Norge (northern Norway)", "no": "Nord-Norge, uspesifisert", "en": "Nord-Norge (northern Norway)", "colour": "#56B4E9" }, { "key": "Østlandet (eastern Norway)", "no": "Østlandet", "en": "Østlandet (eastern Norway)", "colour": "#D55E00" }, { "key": "Sør-Norge (southern Norway)", "no": "Sør-Norge, uspesifisert", "en": "Sør-Norge (southern Norway)", "colour": "#8C6D1F" }, { "key": "(none)", "no": "Ikke oppgitt", "en": "Not stated", "rest": true, "colour": "#8a96a3" } ] }, { "key": "sprakomrade", "no": "Samisk språkområde", "en": "Sámi language area", "axis": false, "z": true, "filter": true, "values": [ { "key": "North Sami area", "no": "Nordsamisk område", "en": "North Sámi area", "colour": "#0072B2" }, { "key": "Lule Sami area", "no": "Lulesamisk område", "en": "Lule Sámi area", "colour": "#E69F00" }, { "key": "South Sami area", "no": "Sørsamisk område", "en": "South Sámi area", "colour": "#009E73" }, { "key": "(none)", "no": "Ikke kodet", "en": "Not coded", "rest": true, "colour": "#8a96a3" } ] }, { "key": "objektniva", "no": "Objektnivå (avledet)", "en": "Object level (derived)", "axis": true, "z": true, "filter": true, "about_no": "Type studieobjekt samlet i tre: system og styring (opplæringstilbud, læreplan- og policytekster, populasjon og statistikk), praksis (undervisningsøkter, prosjekter, læremidler, kulturell praksis) og personer (lærere og elever). Én verdi per studie.", "values": [ { "key": "system", "no": "System og styring", "en": "System and governance", "colour": "#0072B2" }, { "key": "praksis", "no": "Praksis: undervisning, prosjekter, materiell", "en": "Practice: teaching, projects, materials", "colour": "#E69F00" }, { "key": "personer", "no": "Personer: lærere og elever", "en": "People: teachers and pupils", "colour": "#009E73" } ] }, { "key": "datagrunnlag", "no": "Datagrunnlag (avledet)", "en": "Data basis (derived)", "axis": true, "z": true, "filter": true, "about_no": "Av datainnsamlingen: bare dokumenter, bare data fra personer (intervju, observasjon, spørreskjema, tekster, tester), eller begge deler. Én verdi per studie.", "values": [ { "key": "dokumenter", "no": "Bare dokumenter", "en": "Documents only", "colour": "#CC79A7" }, { "key": "personer", "no": "Bare data fra personer", "en": "People only", "colour": "#0072B2" }, { "key": "begge", "no": "Dokumenter og personer", "en": "Documents and people", "colour": "#009E73" }, { "key": "(none)", "no": "Ikke kodet", "en": "Not coded", "rest": true, "colour": "#8a96a3" } ] }, { "key": "laereplantype", "no": "Læreplantype (avledet)", "en": "Curriculum type (derived)", "axis": true, "z": true, "filter": true, "about_no": "Av læreplanverkene studien arbeider med: bare det samiske (L97S, LK06S, LK20S), bare det nasjonale, begge, eller planer fra før 1997. Én verdi per studie.", "values": [ { "key": "samisk", "no": "Bare det samiske læreplanverket", "en": "The Sámi curriculum only", "colour": "#0072B2" }, { "key": "nasjonalt", "no": "Bare det nasjonale læreplanverket", "en": "The national curriculum only", "colour": "#E69F00" }, { "key": "begge", "no": "Både det samiske og det nasjonale", "en": "Both", "colour": "#009E73" }, { "key": "for1997", "no": "Før 1997", "en": "Before 1997", "colour": "#CC79A7" }, { "key": "(none)", "no": "Ikke kodet", "en": "Not coded", "rest": true, "colour": "#8a96a3" } ] }, { "key": "elevgruppe_samlet", "no": "Elevgruppe (avledet)", "en": "Pupil group (derived)", "axis": true, "z": true, "filter": true, "about_no": "Elevenes språkbakgrunn samlet til én verdi per studie: bare førstespråkselever, andrespråks- eller arvespråkselever uten førstespråkselever, bare ikke-samiske elever, blandede elevgrupper, eller uspesifisert/utenfor 1.–13. trinn.", "values": [ { "key": "L1", "no": "Bare samisk som førstespråk", "en": "Sámi as a first language only", "colour": "#0072B2" }, { "key": "L2", "no": "Samisk som andre- eller arvespråk", "en": "Sámi as a second or heritage language", "colour": "#E69F00" }, { "key": "blandet", "no": "Blandede elevgrupper", "en": "Mixed pupil groups", "colour": "#009E73" }, { "key": "nonsami", "no": "Bare ikke-samiske elever", "en": "Non-Sámi pupils only", "colour": "#CC79A7" }, { "key": "uspesifisert", "no": "Uspesifisert eller utenfor 1.–13. trinn", "en": "Unspecified or outside grades 1–13", "colour": "#56B4E9" } ] }, { "key": "skala", "no": "Geografisk nivå (avledet)", "en": "Geographical level (derived)", "axis": true, "z": true, "filter": true, "about_no": "Det mest presise stedsnivået studien oppgir (E5): lokalt (delregion eller kommune), regionalt (fylke eller landsdel) eller nasjonalt nivå. Dokument- og policystudier uten feltsted er nasjonale.", "values": [ { "key": "lokalt", "no": "Lokalt: kommune eller delregion", "en": "Local: municipality or sub-region", "colour": "#08306b" }, { "key": "regionalt", "no": "Regionalt: fylke eller landsdel", "en": "Regional: county or region", "colour": "#4292c6" }, { "key": "nasjonalt", "no": "Nasjonalt nivå", "en": "National level", "colour": "#9ecae1" }, { "key": "(none)", "no": "Ikke kodet", "en": "Not coded", "rest": true, "colour": "#8a96a3" } ] }, { "key": "reformfase", "no": "Reformfase (avledet)", "en": "Reform phase (derived)", "axis": true, "z": true, "filter": true, "about_no": "Publiseringsåret regnet fra det nyeste læreplanverket studien arbeider med (L97: 1997, LK06: 2006, LK20: 2020, planer før 1997: 1987): under innføring (0–4 år etter), etablert (5–13 år) eller tilbakeblikk (14 år eller mer).", "values": [ { "key": "innforing", "no": "Under innføring (0–4 år etter)", "en": "Implementation (0–4 years after)", "colour": "#9ecae1" }, { "key": "etablert", "no": "Etablert (5–13 år etter)", "en": "Established (5–13 years after)", "colour": "#4292c6" }, { "key": "tilbakeblikk", "no": "Tilbakeblikk (14 år eller mer)", "en": "Retrospective (14 years or more)", "colour": "#08306b" }, { "key": "(none)", "no": "Ikke kodet", "en": "Not coded", "rest": true, "colour": "#8a96a3" } ] }, { "key": "sekundaer", "no": "Sekundært forskningsspørsmål (avledet)", "en": "Secondary research question (derived)", "axis": false, "z": true, "filter": true, "about_no": "Forskningsspørsmål studien også dekker uten at det er det primære (D2 sekundært). «Ingen»: studien holder seg til sitt primære spørsmål.", "values": [ { "key": "(none)", "no": "Ingen", "en": "None", "colour": "#c9d0d7" }, { "key": "Teaching under the Sami curriculum", "no": "Opplæring på samisk som sekundært", "en": "Teaching in Sámi as secondary", "colour": "#0072B2" }, { "key": "Teaching of the Sami language", "no": "Opplæring i samisk som sekundært", "en": "Teaching of Sámi as secondary", "colour": "#009E73" }, { "key": "Other", "no": "Opplæring om samiske forhold som sekundært", "en": "Teaching about Sámi issues as secondary", "colour": "#E69F00" } ] } ], "avoid": [ [ "tema", "gruppering" ], [ "evidens", "datainnsamling" ], [ "niva", "elevgruppe" ], [ "deltakere", "evidens" ], [ "sprak", "sprakomrade" ], [ "objekt", "objektniva" ], [ "datainnsamling", "datagrunnlag" ], [ "evidens", "datagrunnlag" ], [ "laereplan", "laereplantype" ], [ "elevgruppe", "elevgruppe_samlet" ], [ "periode", "reformfase" ], [ "laereplan", "reformfase" ] ], "fields": [ { "key": "sprak", "no": "Samisk språk", "en": "Sámi language", "labels": { "General/Unspecified": { "no": "Uspesifisert", "en": "Unspecified" }, "Lule Sami": { "no": "Lulesamisk", "en": "Lule Sámi" }, "North Sami": { "no": "Nordsamisk", "en": "North Sámi" }, "Other Sami language": { "no": "Andre samiske språk", "en": "Other Sámi languages" }, "South Sami": { "no": "Sørsamisk", "en": "South Sámi" } } }, { "key": "elevgruppe", "no": "Elevenes språkbakgrunn", "en": "Pupils' language background", "labels": { "Non-Sami pupils": { "no": "Ikke-samiske elever", "en": "Non-Sámi pupils" }, "Other": { "no": "Utenfor 1.–13. trinn", "en": "Outside grades 1–13" }, "Sami L1": { "no": "Samisk som førstespråk", "en": "Sámi as first language" }, "Sami L2": { "no": "Samisk som andrespråk", "en": "Sámi as second language" }, "Sami heritage": { "no": "Samisk som arvespråk", "en": "Sámi as heritage language" }, "Unspecified": { "no": "Uspesifisert", "en": "Unspecified" } } }, { "key": "deltakere", "no": "Deltakergrupper", "en": "Participant groups", "labels": { "Cultural practitioners/knowledge-holders": { "no": "Kulturbærere", "en": "Knowledge-holders" }, "Other": { "no": "Andre", "en": "Others" }, "Parents/guardians": { "no": "Foreldre", "en": "Parents" }, "School leaders": { "no": "Skoleledere og skoleeiere", "en": "School leaders and administrators" }, "Students": { "no": "Elever", "en": "Pupils" }, "Teacher educators/preservice": { "no": "Lærerutdannere/lærerstudenter", "en": "Teacher educators/student teachers" }, "Teachers": { "no": "Lærere", "en": "Teachers" } } }, { "key": "niva", "no": "Utdanningsnivå", "en": "Education level", "labels": { "Lower secondary (8-10)": { "no": "Ungdomstrinn (8.–10.)", "en": "Lower secondary (grades 8–10)" }, "Primary (1-7)": { "no": "Barnetrinn (1.–7.)", "en": "Primary (grades 1–7)" }, "Teacher education": { "no": "Lærerutdanning", "en": "Teacher education" }, "Upper secondary (11-13)": { "no": "Videregående (11.–13.)", "en": "Upper secondary (grades 11–13)" } } }, { "key": "laereplan", "no": "Læreplanverk", "en": "Curriculum framework", "labels": { "Before 1997": { "no": "Før 1997", "en": "Before 1997" }, "L97": { "no": "L97", "en": "L97" }, "L97S": { "no": "L97S", "en": "L97S" }, "LK06": { "no": "LK06", "en": "LK06" }, "LK06S": { "no": "LK06S", "en": "LK06S" }, "LK20": { "no": "LK20", "en": "LK20" }, "LK20S": { "no": "LK20S", "en": "LK20S" } } }, { "key": "fag", "no": "Skolefag", "en": "School subject", "labels": { "Arts & crafts": { "no": "Kunst og håndverk", "en": "Arts and crafts" }, "Cross-curricular": { "no": "Tverrfaglig", "en": "Cross-curricular" }, "Duodji": { "no": "Duodji", "en": "Duodji" }, "English": { "no": "Engelsk", "en": "English" }, "General": { "no": "Generelt", "en": "General" }, "Kven/Finnish": { "no": "Kvensk/finsk", "en": "Kven/Finnish" }, "Mathematics": { "no": "Matematikk", "en": "Mathematics" }, "Natural science": { "no": "Naturfag", "en": "Natural science" }, "Norwegian": { "no": "Norsk", "en": "Norwegian" }, "Other": { "no": "Annet", "en": "Other" }, "Religion/ethics (KRLE)": { "no": "KRLE", "en": "Religion and ethics (KRLE)" }, "Social studies": { "no": "Samfunnsfag", "en": "Social studies" }, "Sámi language": { "no": "Samisk (språkfag)", "en": "Sámi (language subject)" } } }, { "key": "datainnsamling", "no": "Datainnsamling", "en": "Data collection", "labels": { "Document analysis": { "no": "Dokumentanalyse", "en": "Document analysis" }, "Ethnographic fieldwork": { "no": "Etnografisk feltarbeid", "en": "Ethnographic fieldwork" }, "Focus groups": { "no": "Fokusgrupper", "en": "Focus groups" }, "Interviews": { "no": "Intervju", "en": "Interviews" }, "Observations": { "no": "Observasjon", "en": "Observation" }, "Other": { "no": "Annet", "en": "Other" }, "Participants' own texts and work": { "no": "Deltakernes egne tekster og arbeider", "en": "Participants' own texts and work" }, "Reflective/self-study": { "no": "Refleksjon/selvstudie", "en": "Reflection/self-study" }, "Surveys/Questionnaires": { "no": "Spørreskjema", "en": "Questionnaires" }, "Tests/Assessments": { "no": "Tester/prøver", "en": "Tests/assessments" } } }, { "key": "objekt", "no": "Type studieobjekt", "en": "Kind of object", "labels": { "Class or teaching event": { "no": "Undervisningsøkt/klasse", "en": "Class or teaching event" }, "Cultural practice or concept": { "no": "Kulturell praksis/begrep", "en": "Cultural practice or concept" }, "Curriculum or policy text": { "no": "Læreplan-/policytekst", "en": "Curriculum or policy text" }, "Learning material or assessment": { "no": "Læremiddel/prøve", "en": "Learning material or assessment" }, "Population or statistics": { "no": "Populasjon/statistikk", "en": "Population or statistics" }, "Project or intervention": { "no": "Prosjekt/intervensjon", "en": "Project or intervention" }, "Provision system": { "no": "Opplæringstilbud/system", "en": "Provision system" }, "Pupils or learners": { "no": "Elever/lærende", "en": "Pupils or learners" }, "Teachers, educators or practitioners": { "no": "Lærere/utøvere", "en": "Teachers, educators or practitioners" } } }, { "key": "skole", "no": "Skoleplassering", "en": "School location", "labels": { "Inside admin area": { "no": "Innenfor forvaltningsområdet", "en": "Inside the administrative area" }, "Outside admin area": { "no": "Utenfor forvaltningsområdet", "en": "Outside the administrative area" } } }, { "key": "undervisningsform", "no": "Undervisningsform", "en": "Mode of teaching", "labels": { "Distance": { "no": "Fjernundervisning", "en": "Distance" }, "Hybrid": { "no": "Hybrid", "en": "Hybrid" }, "On-site": { "no": "Stedlig", "en": "On-site" } } }, { "key": "sted", "no": "Stedstype", "en": "Type of place", "labels": { "City": { "no": "By", "en": "City" }, "Rural coastal": { "no": "Kyst, distrikt", "en": "Rural coastal" }, "Rural inland": { "no": "Innland, distrikt", "en": "Rural inland" }, "Sami core municipality": { "no": "Samisk kjernekommune", "en": "Sámi core municipality" }, "Town": { "no": "Tettsted", "en": "Town" } } }, { "key": "sprakomrade", "no": "Samisk språkområde", "en": "Sámi language area", "labels": { "Lule Sami area": { "no": "Lulesamisk område", "en": "Lule Sámi area" }, "North Sami area": { "no": "Nordsamisk område", "en": "North Sámi area" }, "South Sami area": { "no": "Sørsamisk område", "en": "South Sámi area" } } }, { "key": "land", "no": "Land", "en": "Country", "labels": { "Finland": { "no": "Finland", "en": "Finland" }, "Norway": { "no": "Norge", "en": "Norway" }, "Sweden": { "no": "Sverige", "en": "Sweden" } } }, { "key": "dokument", "no": "Publikasjonstype", "en": "Publication type", "labels": { "Book chapter": { "no": "Bokkapittel", "en": "Book chapter" }, "Conference paper": { "no": "Konferansebidrag", "en": "Conference paper" }, "Journal article": { "no": "Tidsskriftartikkel", "en": "Journal article" }, "PhD thesis": { "no": "Doktoravhandling", "en": "PhD thesis" }, "Report": { "no": "Rapport", "en": "Report" } } }, { "key": "publspraak", "no": "Publiseringsspråk", "en": "Publication language", "labels": { "English": { "no": "Engelsk", "en": "English" }, "North Sami": { "no": "Nordsamisk", "en": "North Sámi" }, "Norwegian": { "no": "Norsk", "en": "Norwegian" } } } ], "biblio": { "recent_from": 2017, "min_author": 3, "min_channel": 2, "min_institution": 3, "with_affiliation": 34, "channels": { "A. Balto (red.), Kunnskap og kompetanse i Sápmi: En samisk skole i emning": "A. Balto", "Acta Borealia": "Acta Borealia", "Acta Didactica Norge": "Acta Didactica Norge", "AlterNative: An International Journal of Indigenous Peoples": "AlterNative", "Australian and International Journal of Rural Education": "Australian and International Journal of …", "B. Karseth, J. Møller & P. Aasen (red.), Reformtakter. Om fornyelse og stabilitet i grunnopplæringen": "B. Karseth, J. Møller & P. Aasen", "Confero: Essays on Education, Philosophy and Politics": "Confero", "E. G. Broderstad, M. Brustad, J. A. Kalstad, P. I. Severeide & J. Todal (red.), Sámi logut muitalit 2 / Samiske tall forteller 2: Kommentert samisk statistikk 2009 (Rapport 1/2009, kap. 4, s. 115–134). Sámi allaskuvla": "E. G. Broderstad, M. Brustad, J. A. …", "Education Sciences": "Education Sciences", "Education, Equity and Inclusion": "Education, Equity and Inclusion", "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 30–51). Nordlandsforskning": "Fra plan til praksis", "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 52–74). Nordlandsforskning": "Fra plan til praksis", "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 75–94). Nordlandsforskning": "Fra plan til praksis", "G. Figenschou, S. S. Karlsen & H. C. Pedersen (red.), Ávdnet – samiske tema i skole og utdanning": "G. Figenschou, S. S. Karlsen & H. C. …", "Genealogy": "Genealogy", "Human Rights Education Review": "Human Rights Education Review", "Indigenising Education and Citizenship: Perspectives on Policies and Practices From Sápmi and Beyond": "Indigenising Education and Citizenship", "Indigenous innovation: Universalities and peculiarities": "Indigenous innovation", "Interchange": "Interchange", "International Education Studies": "International Education Studies", "International Electronic Journal of Elementary Education": "International Electronic Journal of …", "International Journal of Multilingualism": "International Journal of Multilingualism", "Journal of Multilingual and Multicultural Development": "Journal of Multilingual and Multicultural …", "Journal of Northern Studies": "Journal of Northern Studies", "Journal of Peace Education": "Journal of Peace Education", "Journal on Ethnopolitics and Minority Issues in Europe": "Journal on Ethnopolitics and Minority …", "Junctures: The Journal for Thematic Dialogue": "Junctures", "K. J. Solstad & T. O. Engen (red.), En likeverdig skole for alle? Om enhet og mangfold i grunnskolen": "K. J. Solstad & T. O. Engen", "Language and Education": "Language and Education", "Language in Society": "Language in Society", "Målbryting": "Målbryting", "Nordand: Nordisk tidsskrift for andrespråksforskning": "Nordand", "Nordic Studies in Education": "Nordic Studies in Education", "Nordisk tidsskrift for pedagogikk og kritikk": "Nordisk tidsskrift for pedagogikk og kritikk", "Norsk Pedagogisk Tidsskrift": "Norsk pedagogisk tidsskrift", "Norsk antropologisk tidsskrift": "Norsk antropologisk tidsskrift", "Norsk pedagogisk tidsskrift": "Norsk pedagogisk tidsskrift", "Policy Futures in Education": "Policy Futures in Education", "Prometeica - Revista de Filosofía y Ciencias": "Prometeica - Revista de Filosofía y Ciencias", "Religions": "Religions", "Samisk opplæring under LK06Samisk: Analyse av læreplan og tidlige tiltak for implementering (NF-rapport 3/2009, pp. 94–141). Nordlandsforskning": "Samisk opplæring under LK06Samisk", "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97": "Samisk skole i plan og praksis (2004)", "Scandinavian Journal of Educational Research": "Scandinavian Journal of Educational Research", "Scandinavian Studies": "Scandinavian Studies", "Speki. Nordic Philosophy and Education Review": "Speki. Nordic Philosophy and Education …", "Sámi educational history in a comparative international perspective": "Sámi educational history in a comparative …", "Sámi logut muitalit 4 / Samiske tall forteller 4: Kommentert samisk statistikk 2011": "Sámi logut muitalit 4 / Samiske tall …", "Sámi logut muitalit 8 / Samiske tall forteller 8: Kommentert samisk statistikk 2015 (Raporta/Rapport 1/2015, kap. 2, pp. 17–41). Guovdageaidnu: Sámi allaskuvla": "Sámi logut muitalit 8 / Samiske tall …", "Teaching writing to children in Indigenous languages: Instructional practices from global contexts": "Teaching writing to children in …", "The Australian Journal of Indigenous Education": "The Australian Journal of Indigenous …", "Utdanning for bærekraft: Erfaring og forskning fra barnehage og skole": "Utdanning for bærekraft", "Ávdnet – samiske tema i skole og utdanning": "Ávdnet – samiske tema i skole og utdanning" }, "groups": [ { "key": "g0", "studies": [ "Fyhn2013", "Fyhn2015", "Fyhn2016", "Fyhn2023", "Fyhn2024", "Fyhn2025", "Lindblom2024", "Nordkild2023", "Nutti2023", "Nystad2020" ], "authors": [ "Fyhn, A. B.", "Jannok Nutti, Y.", "Hætta, O. E.", "Eira, E. J. S.", "Nystad, K.", "Børresen, T.", "Ingstad, B.", "Karlsen, A. H.", "Lindblom, A.", "Nordkild, S. I.", "Partapuoli, Á. K.", "Sandvik, S. O.", "Somby, D. N.", "Spein, A. R." ], "name": "Fyhn og Jannok Nutti (Sámi allaskuvla, UiT)" }, { "key": "g2", "studies": [ "Henriksen2018", "HirvasvuopioLaiti2011", "Hirvonen2003", "HirvonenV2003", "Keskitalo2004", "Ozerk2012" ], "authors": [ "Hirvonen, V.", "Keskitalo, J. H.", "Øzerk, K.", "Eira, K. I.", "Henriksen, M. B.", "Hirvasvuopio-Laiti, A.", "Whitehead, D." ], "name": "Hirvonen og Keskitalo, J. H. (Sámi allaskuvla, UiO)" }, { "key": "g1", "studies": [ "Hornberger2015", "Lindgren2017", "Outakoski2015", "Outakoski2022", "Sullivan2019" ], "authors": [ "Outakoski, H.", "Lindgren, E.", "Sullivan, K. P. H.", "Belancic, K.", "Hornberger, N. H.", "Vinka, M.", "Westum, A." ], "name": "Outakoski og Lindgren (Umeå universitet)" }, { "key": "g3", "studies": [ "Andreassen2020", "Evju2022", "Olsen2019", "Sollid2019", "Sollid2024" ], "authors": [ "Olsen, T. A.", "Sollid, H.", "Andreassen, B.-O.", "Evju, K." ], "name": "Olsen, T. A. og Sollid (UiT)" }, { "key": "g4", "studies": [ "Keskitalo2011", "Keskitalo2019", "Keskitalo2024", "KeskitaloMaatta2011", "LinkolaKeskitalo2015" ], "authors": [ "Keskitalo, P.", "Määttä, K.", "Linkola, I.-A." ], "name": "Keskitalo, P. og Määttä (Lapplands universitet, Sámi allaskuvla)" } ], "about": { "split": "Lys del: studier publisert før 2017; mørk del: 2017–2026 (de siste ti årene). Tallet etter søylen er alle studiene.", "channels": "Tidsskriftet, bokserien eller utgiveren studien er publisert i; bare kanaler med minst to av studiene som vises.", "authors": "Alle forfattere med minst 3 av studiene som vises, lest fra referansene og kontrollert mot litteraturdatabasen. Lauhamaa, P. (to studier, 2004 og 2009) er ført for seg, fordi det ikke er avklart om det er samme person som Keskitalo, P.", "groups": "Grupper av forfattere som skriver mer med hverandre enn med andre, funnet i samforfatternettverket (Louvain-metoden), med minst to forfattere og tre studier i hele utvalget. Navngitt etter de to forfatterne med flest studier, med institusjonene som går igjen i miljøets studier i parentes.", "institutions": "Institusjonene slik OpenAlex oppgir dem for de 34 studiene med DOI og adresser (av 73); bare institusjoner med minst tre av studiene som vises. Tallene er minimumstall: studier uten DOI har ingen institusjon her." } }, "rq_parts": [ { "key": "Teaching under the Sami curriculum", "no": "Opplæring på samisk", "colour": "#0072B2", "both": false }, { "key": "Both (language and curriculum)", "no": "Begge (på og i samisk)", "colour": "#56B4E9", "both": true }, { "key": "Teaching of the Sami language", "no": "Opplæring i samisk", "colour": "#009E73", "both": false }, { "key": "Other", "no": "Opplæring om samiske forhold", "colour": "#E69F00", "both": false } ], "studies": [ { "id": "Andreassen2020", "cite": "Andreassen og Olsen (2020)", "citation": "Andreassen, B.-O., & Olsen, T. A. (2020). 'Sami Religion' in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms. Religions, 11, 448. https://doi.org/10.3390/rel11090448", "year": 2020, "title": "'Sami Religion' in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms", "summary": "In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. …", "abstract": "In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. 'Circumpolar indigenous people's religion' is a concept and a category that is primarily found within the Sámi curriculum of Norway's educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.", "abstract_from": "referanse", "link": "", "doi": "10.3390/rel11090448", "venue": "Religions", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "(none)" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S", "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "tilbakeblikk" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S", "LK06S" ], "fag": [ "Religion/ethics (KRLE)" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Andreassen, B.-O.", "Olsen, T. A." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Aster2025", "cite": "Aster (2025)", "citation": "Aster, B. (2025). Forsoning gjennom kunst og kultur: Samisk kunst- og kulturformidling i Den kulturelle skolesekken. Norsk antropologisk tidsskrift, 36(1), 25–45. https://doi.org/10.18261/nat.36.1.4", "year": 2025, "title": "Forsoning gjennom kunst og kultur: Samisk kunst- og kulturformidling i Den kulturelle skolesekken [Reconciliation through Art and Culture: Sámi Art and Cultural Dissemination in the Cultural Schoolbag]", "summary": "Kunst har et overskridende kommunikasjonspotensiale (Morphy, 2003 [1994]; Martineau & Ritskes, 2014). I denne artikkelen undersøker jeg hvordan kunst kan virke inn i identitetspolitikk. …", "abstract": "Kunst har et overskridende kommunikasjonspotensiale (Morphy, 2003 [1994]; Martineau & Ritskes, 2014). I denne artikkelen undersøker jeg hvordan kunst kan virke inn i identitetspolitikk. \"Kunst og design går nye veier\" er et formidlingsprosjekt som aktiverer minnearbeid for å finne designuttrykk. Prosjektet er laget av den samiske designeren og duodjár Ann-Sofie Kallok og turnerte vinteren 2023 i \"Den kulturelle skolesekken\" (DKS) på skoler i småsamfunn i Vest-Finnmark. Elevene benyttet egen historie og familietilknytning for å skape en enkel, men iøynefallende ting: en lampeskjermkreasjon. I forbindelse med mitt doktorgradsprosjekt gjennomførte jeg etnografisk feltarbeid i samarbeid med Kallok på deler av hennes DKS-turné. Artikkelen utforsker Kalloks kunstneriske formidlingsprosjekt basert på samisk pedagogikk og urfolksmetodologi, der samtidige samtaler og kroppslige aktiviteter er sentralt. Det grafiske uttrykket elevene skaper, åpner for deres individuelle refleksjon over egen historie, uavhengig av etnisk opprinnelse. Elevene skal utforske hvordan egne minner kan formes til designuttrykk og bli symboler på deres personlige historie. I artikkelen undersøker jeg om samtaler og kroppslige aktiviteter som muliggjør dem, kan forstås som \"postkoloniale øyeblikk\", preget av samarbeid og respekt for ulikhet. Materialet mitt viser at elevene, gjennom minneutløsende samtaler og praktiske aktiviteter (jfr. Finbog, 2020) kan ha fått nye refleksjoner eller gjenkjenninger knyttet til det samiske eller ikke-samiske. Gjennom kunsten blir elevene utfordret til å artikulere eller berøre det \"unevnelige\", på tvers av verdener, gjennom lokalt forankrede forsoningsprosesser (Kramvig, 2020). Kunst har en transcendent kommunikasjonspotensial (Morphy, 2003 [1994]; Martineau & Ritskes, 2014). Dáidda ja designa ođđa luottat (Art and design take new paths, min oversettelse), er et kunstprosjekt som aktiverer minnearbeid for å finne designuttrykk. Prosjektet reiste vinteren 2023 i \"Den kulturelle skolesekken\" (DKS) på skoler i småsamfunn i Vest-Finnmark. Den er designet av den samiske designer og duodjikunstneren Ann-Sofie Kallok. Elevene brukte sin egen historie og slektstilhørighet til å lage en enkel, men iøynefallende gjenstand, en lampeskjerm. I forbindelse med min doktorgradsprosjekt om TCS gjennomførte jeg et etnografisk feltarbeid i samarbeid med Kallok på deler av hennes TCS-tur. The article explores Kallok's artistic dissemination project based on Sámi pedagogy and indigenous methodology, hvor simultane conversations and physical activities are central. De grafiske uttrykkene skapt av elevene åpner for individuell refleksjon over egen personlige historie, uavhengig av etnisk opprinnelse. Elevene utforsker elementer i sine minner som kan forvandles til designuttrykk og symboler på egne historier. I denne artikkelen diskuterer jeg om samtaler og de kroppslige aktivitetene som muliggjør dem, kan forstås som postkoloniale øyeblikk, samarbeid og respekt for forskjell. Min forskning tyder på at gjennom minneutløsende samtaler og praktiske aktiviteter (jf. Finbog, 2020), kan elevene ha utviklet nye refleksjoner eller erkjennelser knyttet til det samiske eller ikke-samiske. Gjennom kunsten kan de ha blitt utfordret til å formulere eller adressere det \"uutsagbare\" på tvers av ulike verdener, og engasjere seg i lokalt forankret forsoningsprosesser (Kramvig, 2020). Kunst har et overskridende kommunikasjonspotensiale (Morphy, 2003 [1994]; Martineau & Ritskes, 2014). I denne artikkelen undersøker jeg hvordan kunst kan virke inn i identitetspolitikk. «Kunst og design går nye veier/Dáidda ja designa ođđa luottat» er et formidlingsprosjekt som aktiverer minnearbeid for å finne designuttrykk. Prosjektet er laget av den samiske designeren og duodjár Ann-Sofie Kallok og turnerte vinteren 2023 i «Den kulturelle skolesekken» (DKS) på skoler i småsamfunn i Vest-Finnmark. Elevene benyttet egen historie og familietilknytning for å skape en enkel, men iøynefallende ting: en lampeskjermkreasjon. I forbindelse med mitt doktorgradsprosjekt gjennomførte jeg etnografisk feltarbeid i samarbeid med Kallok på deler av hennes DKS-turné. Artikkelen utforsker Kalloks kunstneriske formidlingsprosjekt basert på samisk pedagogikk og urfolksmetodologi, der samtidige samtaler og kroppslige aktiviteter er sentralt. Det grafiske uttrykket elevene skaper, åpner for deres individuelle refleksjon over egen historie, uavhengig av etnisk opprinnelse. Elevene skal utforske hvordan egne minner kan formes til designuttrykk og bli symboler på deres personlige historie. I artikkelen undersøker jeg om samtaler og kroppslige aktiviteter som muliggjør dem, kan forstås som «postkoloniale øyeblikk», kjennetegnet av samarbeid og respekt for ulikhet. Materialet mitt viser at elevene, gjennom minneutløsende samtaler og praktiske aktiviteter (jfr. Finbog, 2020) kan ha fått nye refleksjoner eller gjenkjennelser knyttet til det samiske eller ikke-samiske. Gjennom kunsten blir elevene utfordret til å artikulere eller berøre det «unevnelige», på tvers av verdener, gjennom lokalt forankrede forsoningsprosesser (Kramvig, 2020). Art has a transcendent communication potential (Morphy, 2003 [1994]; Martineau & Ritskes, 2014). Dáidda ja designa ođđa luottat (Art and design take new paths, my translation), is an art project that activates memory work to to find design expressions. The project toured in the winter of 2023 in “Den kulturelle skolesekken” (DKS)/The Cultural Schoolbag (TCS) at schools in small communities in Western Finnmark. It was made by Sámi designer and duodjár (craftswoman/artist who makes traditional craft products) Ann-Sofie Kallok. The students used their own history and family connection to create a simple but eye-catching item, a lampshade creation. In connection with my doctoral project on TCS, I carried out ethnographic fieldwork in collaboration with Kallok on parts of her TCS tour. The article explores Kallok’s artistic dissemination project based on Sámi pedagogy and indigenous methodology, where simultaneous conversations and physical activities are central. The graphic expressions created by the students open up space for individual reflection on their personal histories, regardless of ethnic origin. The students explore elements of their memories that can be transformed into design expressions and symbols of their own stories. In this article, I discuss whether conversations and the bodily activities that enable them, can be understood as postcolonial moments, collaboration and respect for difference. My research suggests that, through memory-triggering conversations and practical activities (cf. Finbog, 2020), the students may have developed new reflections or recognitions related to the Sámi or non-Sámi. Through art, they may have been challenged to articulate or address the «unmentionable» across different worlds, engaging in locally rooted reconciliation processes (Kramvig, 2020).", "abstract_from": "referanse", "link": "", "doi": "10.18261/nat.36.1.4", "venue": "Norsk antropologisk tidsskrift", "main": "Learner identity, motivation & wellbeing", "central": [ "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(cr)" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Participants' own texts and work" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Students", "Teachers", "Cultural practitioners/knowledge-holders" ], "fag": [ "(na)" ], "stedstype": [ "Rural coastal" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(nr)" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils" ], "deltakere": [ "Students", "Cultural practitioners/knowledge-holders", "Teachers" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [], "fag": [], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Participants' own texts and work" ], "objekt": [ "Project or intervention" ], "skole": [], "undervisningsform": [], "sted": [ "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Aster, B." ], "institutions": [ "Universitetet i Sørøst-Norge" ] }, { "id": "Bongo2009", "cite": "Bongo mfl. (2009)", "citation": "Bongo, M., Eriksen, L., & Germeten, S. (2009). Læreplanverket for Kunnskapsløftet 2006 Samisk (LK06S) – en analyse. In K. J. Solstad (Ed.), Samisk opplæring under LK06Samisk: Analyse av læreplan og tidlige tiltak for implementering (NF-rapport 3/2009, pp. 94–141). Nordlandsforskning.", "year": 2009, "title": "Læreplanverket for Kunnskapsløftet 2006 Samisk (LK06S): en analyse", "summary": "To analyse the new Sámi curriculum LK06S — its three parts (the general part, the principles with the Sámi learning poster, the subject plans), its curriculum type and management-by-objectives design, what it strengthens on adapted teaching and pupil participation …", "abstract": "To analyse the new Sámi curriculum LK06S — its three parts (the general part, the principles with the Sámi learning poster, the subject plans), its curriculum type and management-by-objectives design, what it strengthens on adapted teaching and pupil participation, its likenesses and differences with LK06, the subject plans for social studies and Sámi as first language, the materials situation and the national steering — as the ground for the evaluation's question whether Kunnskapsløftet Samisk brings the Sámi an equitable school; set against the history of Sámi in Norwegian curricula from the 1880s to R94.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Samisk opplæring under LK06Samisk: Analyse av læreplan og tidlige tiltak for implementering (NF-rapport 3/2009, pp. 94–141). Nordlandsforskning", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Assessment practice & validity", "Materials design & use", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Unspecified" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language", "(other subjects)", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "Social studies", "General" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Bongo, M. A.", "Eriksen, L. G.", "Germeten, S." ], "institutions": [] }, { "id": "Bongo2010", "cite": "Bongo mfl. (2010)", "citation": "Bongo, M. A., Eriksen, L. G., & Germeten, S. (2010). LK06S for nordsamisk språkgruppe. In K. J. Solstad (Ed.), Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 30–51). Nordlandsforskning.", "year": 2010, "title": "LK06S for nordsamisk språkgruppe", "summary": "To present and analyse how LK06S is understood, carried out and experienced for the North Sámi language group — the organisation of teaching in and through Sámi, the materials situation, the change from L94/L97S to LK06S, adapted teaching and pupil participation, teacher competence and supply, and the language situation and content of the Sámi subject — from interviews with school leaders, teachers, pupils and parents at schools inside and outside the Sámi administrative area.", "abstract": "To present and analyse how LK06S is understood, carried out and experienced for the North Sámi language group — the organisation of teaching in and through Sámi, the materials situation, the change from L94/L97S to LK06S, adapted teaching and pupil participation, teacher competence and supply, and the language situation and content of the Sámi subject — from interviews with school leaders, teachers, pupils and parents at schools inside and outside the Sámi administrative area.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 30–51). Nordlandsforskning", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Finnmark", "Østlandet (eastern Norway)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "deltakere": [ "School leaders", "Teachers", "Students", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Bongo, M. A.", "Eriksen, L. G.", "Germeten, S." ], "institutions": [] }, { "id": "Corson1995", "cite": "Corson (1995)", "citation": "Corson, D. (1995). Norway's \"Sami Language Act\": Emancipatory implications for the world's aboriginal peoples. Language in Society, 24(4), 493–514.", "year": 1995, "title": "Norway’s “Sámi Language Act”: Emancipatory Implications For the World’s Aboriginal Peoples", "summary": "The Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway’s Sámi people was enacted in 1992. …", "abstract": "The Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway’s Sámi people was enacted in 1992. As an introduction to discussion of the impact of the Sámi Language Act on Norwegian education, this article begins with an outline of the schooling system in Norway. Its review of the act itself covers the following topics: the Sámi culture and the Sámi languages, social and political problems that affect the Sámi, the place of the Sámi languages in education, and recent educational changes that flow from the Sámi Language Act. Three research questions, covering the practice and organization of bilingual aboriginal education in Norway, are then addressed at length. The article concludes by drawing emancipatory implications from the Sámi experience for members of aboriginal cultures and for the future of aboriginal education generally. (Power and culture, Sámi culture, minority education, native language education, bilingual education.", "abstract_from": "referanse", "link": "", "doi": "10.1017/s0047404500018996", "venue": "Language in Society", "main": "Language rights, policy & entitlement", "central": [ "Organisation & delivery of provision", "Language rights, policy & entitlement" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Assessment practice & validity", "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "North Sami", "South Sami", "Lule Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils", "Other" ], "niva": [ "Compulsory (1-10)", "Teacher education", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997" ], "evidens": [ "Observed" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups", "Observations", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "Teacher educators/preservice", "Other" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Sami core municipality", "Town" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "for1997" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "South Sami", "Lule Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils", "Other" ], "deltakere": [ "Teacher educators/preservice", "Other", "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Teacher education", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews", "Observations", "Document analysis", "Focus groups" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Town", "Sami core municipality" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Corson, D." ], "institutions": [] }, { "id": "Eggen2022", "cite": "Banschbach Eggen (2022)", "citation": "Banschbach Eggen, R. (2022). Indigeneity versus diversity. Human Rights Education Review, 5(1), 136–155. https://doi.org/10.7577/hrer.4466", "year": 2022, "title": "Indigeneity versus Diversity", "summary": "The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. …", "abstract": "The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term 'diversity' as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway.", "abstract_from": "referanse", "link": "", "doi": "10.7577/hrer.4466", "venue": "Human Rights Education Review", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20" ], "fag": [ "Religion/ethics (KRLE)" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Banschbach Eggen, R." ], "institutions": [ "NTNU" ] }, { "id": "Eriksen2018", "cite": "Eriksen (2018)", "citation": "Eriksen, K. G. (2018). The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses. Human Rights Education Review, 1(2), 25–45. https://doi.org/10.7577/hrer.2852", "year": 2018, "title": "The Indigenous Sami Citizen and Norwegian National Identity: Tensions in Curriculum Discourses", "summary": "The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. …", "abstract": "The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.", "abstract_from": "referanse", "link": "", "doi": "10.7577/hrer.2852", "venue": "Human Rights Education Review", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK20" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK20" ], "fag": [ "General" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Eriksen, K. G." ], "institutions": [ "Universitetet i Sørøst-Norge" ] }, { "id": "Evju2022", "cite": "Evju og Olsen (2022)", "citation": "Evju, K. & Olsen, T. A. (2022). Undervisning om samiske temaer i skolen – betydninga av kompetanse og urfolksperspektiv for en inkluderende praksis. Nordisk tidsskrift for pedagogikk og kritikk, 8, 219–232. https://doi.org/10.23865/ntpk.v8.3433", "year": 2022, "title": "Undervisning om Samiske temaer i skolen—Betydningen av kompetanse og urfolksperspektiv for en inkluderende praksis", "summary": "Schools set conditions for education on Sámi history, languages, culture, society, and rights. …", "abstract": "Schools set conditions for education on Sámi history, languages, culture, society, and rights. In this article, we investigate experiences with these topics, through interviews with teachers from six different schools in Norway; three in Northern Norway and three in Eastern Norway. The teachers’ practices are influenced by the interplay between, among others, curricula, teaching resources, sense of place and belonging, and Indigenous perspectives. These can be understood as conditions for anchoring Sámi topics in education practices. We argue that there is an ongoing development in schools towards such an anchoring, which contributes to inclusive education practices. Therefore, we place our analysis into a larger discussion on competency on Sámi topics in school and the possibility of including Indigenous perspectives in how we understand inclusive classrooms.", "abstract_from": "studien", "link": "", "doi": "10.23865/ntpk.v8.3433", "venue": "Nordisk tidsskrift for pedagogikk og kritikk", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice", "Teacher competence & professional development" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20", "LK20S" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Teachers" ], "fag": [ "(other subjects)", "Cross-curricular" ], "stedstype": [ "Rural inland", "Town" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Nord-Norge (northern Norway)", "Østlandet (eastern Norway)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "regionalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [ "Teachers" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [ "LK20", "LK20S" ], "fag": [ "Social studies", "Cross-curricular" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Town", "Rural inland" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Evju, K.", "Olsen, T. A." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Fyhn2013", "cite": "Fyhn (2013)", "citation": "Fyhn, A. B. (2013). Sami culture and values: A study of the national mathematics exam for the compulsory school in Norway. Interchange, 44, 349–367. https://doi.org/10.1007/s10780-013-9201-3", "year": 2013, "title": "Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway", "summary": "Norway ratified the ILO convention 169 concerning indigenous and tribal people in independent countries in 1990. In accordance with the convention the education programs for the Sami shall address their value systems and their cultural aspirations. …", "abstract": "Norway ratified the ILO convention 169 concerning indigenous and tribal people in independent countries in 1990. In accordance with the convention the education programs for the Sami shall address their value systems and their cultural aspirations. Our aim is to investigate the implementation of this convention. The focus is on how Sami values are reflected in the national mathematics exam for the compulsory school. In Sami traditional knowledge the term \"knowledge\" means knowledge as a process, not just the final outcome of a process. The tasks are analyzed with respect to four different Sami values. We present an overview of one complete exam and more profound analyses of three selected tasks. The analyses reveal that the tasks more or less reflect some Sami values. A stronger focus on modeling problems in school mathematics may open up for forms of teaching that focus on Sami values to a larger extent than today.", "abstract_from": "referanse", "link": "", "doi": "10.1007/s10780-013-9201-3", "venue": "Interchange", "main": "Assessment practice & validity", "central": [ "Curriculum & content representation", "Assessment practice & validity" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement", "Assessment practice & validity" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Learning material or assessment" ], "deltakere": [ "(none)" ], "fag": [ "Mathematics" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Lower secondary (8-10)" ], "laereplan": [ "LK06S", "LK06" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Learning material or assessment" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Fyhn2015", "cite": "Fyhn mfl. (2015)", "citation": "Fyhn, A. B., Jannok Nutti, Y., Eira, E. J. S., Børresen, T., Sandvik, S. O., & Hætta, O. E. (2015). Ruvden as a basis for the teaching of mathematics: A Sámi mathematics teacher's experiences. In E. S. Huaman & B. Sriraman (Eds.), Indigenous innovation: Universalities and peculiarities (pp. 169–186). Sense Publishers. https://doi.org/10.1007/978-94-6300-226-4_10", "year": 2015, "title": "Ruvden as a basis for the teaching of mathematics: A sámi mathematics teacher’s experiences", "summary": "Ruvden is one of several braiding procedures developed by the Sami, an Indigenous people of the Arctic. This chapter describes a teaching experiment where ruvden serves as the basis for teaching discrete mathematics. …", "abstract": "Ruvden is one of several braiding procedures developed by the Sami, an Indigenous people of the Arctic. This chapter describes a teaching experiment where ruvden serves as the basis for teaching discrete mathematics. Discrete mathematics is the branch of mathematics that deals with countable quantities like pearls, threads, persons or integers. The mathematics teachers from a Sami lower secondary school participated in a four-year research project where they, together with researchers, developed a plan for a teaching experiment. One of the teachers carried out the teaching experiment in his class.", "abstract_from": "referanse", "link": "", "doi": "10.1007/978-94-6300-226-4_10", "venue": "Indigenous innovation: Universalities and peculiarities", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "(none)" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Observations" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Teachers", "Students" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [ "LK06" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Interviews", "Observations" ], "objekt": [ "Project or intervention" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B.", "Jannok Nutti, Y.", "Eira, E. J. S.", "Børresen, T.", "Sandvik, S. O.", "Hætta, O. E." ], "institutions": [] }, { "id": "Fyhn2016", "cite": "Fyhn mfl. (2016)", "citation": "Fyhn, A. B., Jannok Nutti, Y., Nystad, K., Eira, E. J. S., & Hætta, O. E. (2016). \"We had not dared to do that earlier, but now we see that it works\": Creating a culturally responsive mathematics exam. AlterNative: An International Journal of Indigenous Peoples, 12(4), 411–424. https://doi.org/10.20507/AlterNative.2016.12.4.6", "year": 2016, "title": "\"We had not dared to do that earlier, but now we see that it works\": Creating a culturally responsive mathematics exam", "summary": "This paper describes two Sámi mathematics teachers' development of an innovative instructional practice. …", "abstract": "This paper describes two Sámi mathematics teachers' development of an innovative instructional practice. Having recognized that Norway's national written exam disadvantaged their students, the teachers developed and established a culturally responsive local oral mathematics exam as part of a five-year research project that took place between 2010 and 2015 in Guovdageaidnu, Norway. The aim of the paper is to illuminate the role of teachers' autonomy in the process towards Indigenous educational self-determination. We analyse the teachers' development from a state of recovery to a state of self-determination with respect to a framework consisting of (a) the four states in Smith's (2012) Indigenous research agenda: survival, recovery, development and self-determination; and (b) Deci and Ryan's (2012) distinction between supporting autonomy and controlling behaviour. The teachers' development of a culturally responsive mathematics exam reflects their development towards self-determination. We draw on data consisting of audio recordings and handwritten notes from meetings between the teachers and researchers.", "abstract_from": "referanse", "link": "", "doi": "10.20507/AlterNative.2016.12.4.6", "venue": "AlterNative: An International Journal of Indigenous Peoples", "main": "Teacher competence & professional development", "central": [ "Assessment practice & validity", "Teacher competence & professional development" ], "contributes": [ "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Focus groups", "Reflective/self-study", "Other" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Teachers", "Students" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [], "fag": [ "Mathematics" ], "datainnsamling": [ "Interviews", "Focus groups", "Reflective/self-study", "Other" ], "objekt": [ "Project or intervention" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B.", "Jannok Nutti, Y.", "Nystad, K.", "Eira, E. J. S.", "Hætta, O. E." ], "institutions": [ "Kautokeino kommune", "Sámi allaskuvla", "UiT Norges arktiske universitet", "Universitetet i Oslo" ] }, { "id": "Fyhn2023", "cite": "Fyhn og Jannok Nutti (2023)", "citation": "Fyhn, A. B., & Jannok Nutti, Y. (2023). Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum. Australian and International Journal of Rural Education, 33(2), 16–31.", "year": 2023, "title": "Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum", "summary": "Northern Norway's population comprises many different cultural groups. According to the Norwegian Education Act, education must give students insight into and a firm foundation in history and culture. …", "abstract": "Northern Norway's population comprises many different cultural groups. According to the Norwegian Education Act, education must give students insight into and a firm foundation in history and culture. This paper aims to present a proposal for how to start working with the creation of local rural mathematics curricula for which Sámi culture in particular, and Northern Norwegian culture in general, is the basis and foundation. It examines three activities that are examples of intangible cultural heritage from different non-urban Northern Norwegian cultures: (i) Sámi traditional measuring, (ii) fishermen's traditional navigation at sea and (iii) ruvden (a Sámi way of braiding). The activities are analysed with respect to the framework cultural symmetry, which was developed in research in Maori mathematics education. The analysis shows that the three activities are of great significance to local cultural reasoning to such an extent that they should be included in local rural mathematics education. Each of the three activities provides opportunities for developing a culture-based mathematics teaching that values the language and culture in which the activities are embedded. We conclude that cultural symmetry seems to function as a tool for developing a Sámi mathematics curriculum.", "abstract_from": "referanse", "link": "", "doi": "10.47381/aijre.v33i2.455", "venue": "Australian and International Journal of Rural Education", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement", "Pedagogy & classroom practice" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "South Sami", "Lule Sami" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Cultural practice or concept" ], "deltakere": [ "(none)" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "South Sami", "Lule Sami" ], "elevgruppe": [ "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Cultural practice or concept" ], "skole": [], "undervisningsform": [], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B.", "Jannok Nutti, Y." ], "institutions": [] }, { "id": "Fyhn2024", "cite": "Fyhn mfl. (2024)", "citation": "Fyhn, A. B., Somby, D. N., & Karlsen, A. H. (2024). Sámi Body-Based Measuring in the Mathematics Classroom—The Development of a Model for Teaching. Education Sciences, 14(12), 1398. https://doi.org/10.3390/educsci14121398", "year": 2024, "title": "Sámi Body-Based Measuring in the Mathematics Classroom—The Development of a Model for Teaching", "summary": "According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. …", "abstract": "According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an urban school where most students are non-Sámi. Their idea was for students to experience the usefulness of using their own bodies as measuring tools. Afterwards, a teacher educator interviewed the pre-service teachers about their experiences. The teaching unit was planned as if it were to be taught in a Sámi school, except that the language of instruction was Norwegian. Analysis shows how the teaching unit aligns with the suggestions and recommendations of Norway’s Truth and Reconciliation Commission. Analysis with respect to the Theory of Didactical Situations framework, TDS, which has not been developed for Indigenous education, show that TDS contributes to improving the teaching unit’s plan. We recommend that Sámi traditional measuring should be taught by Sámi teachers to more non-Sámi students, and we present a revised teaching plan. However, because there is a significant lack of Sámi teachers, we recommend that non-Sámi teachers use our plan as a model for teaching Sámi traditional measuring.", "abstract_from": "referanse", "link": "", "doi": "10.3390/educsci14121398", "venue": "Education Sciences", "main": "Pedagogy & classroom practice", "central": [ "Curriculum & content representation", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Teacher education & pipeline", "Pedagogy & classroom practice", "Teacher competence & professional development" ], "dims": { "rq": [ "Other" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Other" ], "niva": [ "Compulsory (1-10)", "Teacher education" ], "laereplan": [ "LK20" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Focus groups", "Observations" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teacher educators/preservice" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality", "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Finnmark", "Troms" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "lokalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Other" ], "deltakere": [ "Teacher educators/preservice", "Students" ], "niva": [ "Lower secondary (8-10)", "Teacher education" ], "laereplan": [ "LK20" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Observations", "Focus groups" ], "objekt": [ "Class or teaching event" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City", "Sami core municipality" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B.", "Somby, D. N.", "Karlsen, A. H." ], "institutions": [ "Sámi allaskuvla" ] }, { "id": "Fyhn2025", "cite": "Fyhn og Partapuoli (2025)", "citation": "Fyhn, A. B., & Partapuoli, Á. K. (2025). Why Should We Count in Sámi and Kven? Education Sciences, 15(11), 1549. https://doi.org/10.3390/educsci15111549", "year": 2025, "title": "Why Should We Count in Sámi and Kven?", "summary": "The use of Norwegian numerals in the Sámi language is widespread among Sámi native speakers. Like the Sámi languages and the minority language Kven, Welsh is an endangered minority language in a Western European country with one school system. …", "abstract": "The use of Norwegian numerals in the Sámi language is widespread among Sámi native speakers. Like the Sámi languages and the minority language Kven, Welsh is an endangered minority language in a Western European country with one school system. A study from Wales revealed that children who either spoke Welsh only at home or both at home and at school read and compared two-digit numbers more accurately than monolingual English children. Unlike the Norwegian and English languages, the Sámi, Kven, and Welsh languages have strictly regular counting systems. Analyses of the counting systems for the numerals 11–20 in eight Sámi languages and Kven and comparisons with the counting system in Standard Welsh have resulted in a categorization of the counting systems into three groups regarding transparency and possible support for children’s grouping of ten ‘ones’ into one ‘ten’. The analysis gives reason to believe that reversing the increased use of Sámi and Kven numerals may contribute to Sámi and Kven children’s grasping of the base-10 system because of the counting systems’ transparency. Understanding the base-10 system is fundamental for further learning in school mathematics. Based on the findings, we recommend that Sámi and Kven numerals be included in the mathematics curriculum.", "abstract_from": "referanse", "link": "", "doi": "10.3390/educsci15111549", "venue": "Education Sciences", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "niva": [ "(nr)" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Document analysis", "Other" ], "objekt": [ "Cultural practice or concept" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami", "Other Sami language" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "niva": [], "laereplan": [], "fag": [ "Mathematics" ], "datainnsamling": [ "Document analysis", "Other", "Interviews" ], "objekt": [ "Cultural practice or concept" ], "skole": [], "undervisningsform": [], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Fyhn, A. B.", "Partapuoli, Á. K." ], "institutions": [ "Sámi allaskuvla" ] }, { "id": "Føreland2024", "cite": "Føreland og Äärelä-Vihriälä (2024)", "citation": "Føreland, L. R., & Äärelä-Vihriälä, R. (2024). Exploring the Use of Minecraft in Sámi Teacher Education. Genealogy, 8(2), 59. https://doi.org/10.3390/genealogy8020059", "year": 2024, "title": "Exploring the Use of Minecraft in Sámi Teacher Education", "summary": "This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. …", "abstract": "This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. The qualitative case study was based on a development project in Sámi teacher education, exploring key aspects highlighted by pre-service teachers when using Minecraft during their practice periods with primary school children. Given the significant role teachers play in instructional organisation, this article aims to identify specific areas where pre-service teachers may benefit from additional support and training to enhance their preparedness for the classroom. Incorporating Sámi educational frameworks and digital competencies into Sámi teacher education, we utilised the digital competence of future teachers (DCFT) model to guide data collection and analysis. This involved distributing anonymous online questionnaires to pre-service teachers (n = 17). Our findings indicate the transformative potential of digital games in Sámi education, particularly in the use of Sámi as a gaming language and Sámi cultural game content. The article emphasises the relevance of digital technologies in preserving and revitalising Indigenous languages and cultures to better understand how to leverage these tools effectively in culturally relevant ways. By utilising contemporary digital tools within an Indigenous education, educators can enhance cultural continuity and empower Indigenous communities in the digital age.", "abstract_from": "referanse", "link": "", "doi": "10.3390/genealogy8020059", "venue": "Genealogy", "main": "Teacher competence & professional development", "central": [ "Materials design & use", "Teacher competence & professional development" ], "contributes": [ "Curriculum & content representation", "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified", "Other" ], "niva": [ "Teacher education", "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Surveys/Questionnaires" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Students", "Teacher educators/preservice" ], "fag": [ "Cross-curricular" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified", "Other" ], "deltakere": [ "Teacher educators/preservice", "Students" ], "niva": [ "Teacher education", "Primary (1-7)" ], "laereplan": [], "fag": [ "Cross-curricular" ], "datainnsamling": [ "Surveys/Questionnaires" ], "objekt": [ "Project or intervention" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Føreland, L. R.", "Äärelä-Vihriälä, R." ], "institutions": [ "Sámi allaskuvla", "Universitetet i Agder" ] }, { "id": "Gaare2021", "cite": "Gaare (2021)", "citation": "Gaare, O. (2021). Om samiskopplæring og samisk opplæring. En gjennomgang av fem fornyede fellesfag i Kunnskapsløftet – Samisk i lys av artikkel 14 i FNs erklæring om urfolks rettigheter [Innhogg]. Norsk pedagogisk tidsskrift, 105(4), 409–417. https://doi.org/10.18261/issn.1504-2987-2021-04-05", "year": 2021, "title": "Om samiskopplæring og samisk opplæring", "summary": "The Sámi parliamentʼs enactment of its responsibility in forming a Sámi curriculum is presented as primarily idealistic and with a degree of restraint in regard to making «Kunnskapsløftet – Samisk» an independent entity in the teaching of the Sámi language in relation to the national education system, as article 14 in the UNʼs declaration of the rights of native people invites to. …", "abstract": "The Sámi parliamentʼs enactment of its responsibility in forming a Sámi curriculum is presented as primarily idealistic and with a degree of restraint in regard to making «Kunnskapsløftet – Samisk» an independent entity in the teaching of the Sámi language in relation to the national education system, as article 14 in the UNʼs declaration of the rights of native people invites to. The content of «Kunnskapsløftet – Samisk» is left to the individual teacher to discover and develop on oneʼs own accord. This happens under the responsibility and control of local municipalities and counties, and is thus outside of the management and competence of the Sámi parliament.", "abstract_from": "referanse", "link": "", "doi": "10.18261/issn.1504-2987-2021-04-05", "venue": "Norsk pedagogisk tidsskrift", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Upper secondary (11-13)" ], "laereplan": [ "LK20", "LK20S" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Upper secondary (11-13)" ], "laereplan": [ "LK20S", "LK20" ], "fag": [ "Natural science", "Social studies", "Religion/ethics (KRLE)" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Gaare, O." ], "institutions": [] }, { "id": "Gaare2026", "cite": "Gaare (2026)", "citation": "Gaare, O. (2026). Samisk i den videregående opplæringen i Troms [Doctoral thesis, Nord universitet]. Ph.d. i profesjonsvitenskap nr. 86-2026. Bodø: Nord universitet.", "year": 2026, "title": "Samisk i den videregående opplæringen i Troms", "summary": "Avhandlingen undersøker hvordan diskursive vilkår former utdanningsbyråkratisk forståelse og forvaltning av samiskopplæringen i Troms fylkeskommune. …", "abstract": "Avhandlingen undersøker hvordan diskursive vilkår former utdanningsbyråkratisk forståelse og forvaltning av samiskopplæringen i Troms fylkeskommune. Undersøkelsen avdekker metodefeil, manglende involvering av samiske aktører og diskurser som reproduserer paternalistiske midler med historiske røtter i fornorskningsprosessene. Overordnet avdekker den en mulig motsetning mellom vedtatt same- og utdanningspolitikk, der utdanningspolitikken rekontextualiserer samepolitikken i utdanningsbyråkratiet i Troms. The thesis examines how discursive conditions shape the educational bureaucracy’s understanding and administration of Sami education in Troms County Municipality. It identifies methodological shortcomings, lack of involvement of Sami actors, and discourses that reproduce paternalistic governmental rationality with historical roots in the Norwegianization processes. The dissertation reveals a possible contradiction between official Sami and educational policies, showing how educational policy recontextualizes Sami policy within the bureaucracy.", "abstract_from": "referanse", "link": "", "doi": "", "venue": "", "main": "Language rights, policy & entitlement", "central": [ "Organisation & delivery of provision", "Language rights, policy & entitlement" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "niva": [ "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S", "LK20", "LK20S" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Provision system" ], "deltakere": [ "School leaders" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "PhD thesis" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Troms" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "regionalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "deltakere": [ "School leaders" ], "niva": [ "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S", "LK20", "LK20S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Provision system" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "Distance", "On-site" ], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "PhD thesis" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Gaare, O." ], "institutions": [] }, { "id": "Gjerpe2017", "cite": "Gjerpe (2017)", "citation": "Gjerpe, K. K. (2017). Samisk læreplanverk – en symbolsk forpliktelse? Nordic Studies in Education, 37(3–4), 150–165. https://doi.org/10.18261/issn.1891-5949-2017-03-04-03", "year": 2017, "title": "Samisk læreplanverk – en symbolsk forpliktelse?: En begrepsanalyse av det samiske innholdet i Læreplanverket Kunnskapsløftet og Kunnskapsløftet Samisk", "summary": "The implementation of the first Sámi curriculum in 1997 can be understood as a significant turning point for Sámi education in Norway. …", "abstract": "The implementation of the first Sámi curriculum in 1997 can be understood as a significant turning point for Sámi education in Norway. The division between the national curriculum and the Sámi curriculum makes it possible to distinguish the “Sámi school” from the “national school”. This article examines what place the Sámi content has in the current curricula: the National Curriculum for Knowledge Promotion in Primary and Secondary Education and Training (Kunnskapsløftet) and the Sami Curriculum for Knowledge Promotion in Primary and Secondary Education and Training (Kunnskapsløftet Samisk). The article analyses some key concepts, which in various ways indicate that the implementation of the Sámi curriculum has resulted in significantly less Sámi content in the national curriculum. Consequently, the Sámi curriculum can be understood as merely a symbolic commitment.", "abstract_from": "studien", "link": "", "doi": "10.18261/issn.1891-5949-2017-03-04-03", "venue": "Nordic Studies in Education", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S" ], "fag": [ "Social studies" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Gjerpe, K. K." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Haetta1995", "cite": "Hætta (1996)", "citation": "Hætta, J. D. (1996). … skolen må forandres: Læreplaner og samiske behov. I A. Balto (red.), Kunnskap og kompetanse i Sápmi: En samisk skole i emning (s. 15–35). Davvi Girji.", "year": 1996, "title": "… skolen må forandres: Læreplaner og samiske behov", "summary": "Første del av artikkelen handler om læreplaner. Det vises til tre ulike modeller for utvikling av læreplaner. Eksempler fra norske læreplaner viser hvordan de behandler noen sentrale forhold. …", "abstract": "Første del av artikkelen handler om læreplaner. Det vises til tre ulike modeller for utvikling av læreplaner. Eksempler fra norske læreplaner viser hvordan de behandler noen sentrale forhold. Den andre delen av artikkelen vies til hvordan læreplanene behandler samiske skoleforhold og hvordan forholdet er mellom samiske samfunn og skolen. Selv om samiske elevers interesser etter hvert har fått bredere plass, har ikke skolen i samiske områder endret sin undervisning i tråd med læreplanenes intensjoner. Siste del trekker opp idealer for hva samisk skole kan være. Det estetiske er utvidet i forhold til det vi ofte legger i begrepet, det visuelle. Det vises til eksempler på hvordan estetikken trer fram i samiske samfunn. Det estetiske, som forfatteren mener bør danne fundamentet i en samisk skole, omhandler i stor grad mellommenneskelige relasjoner og omgangsformer fra tradisjonelle samiske samfunn blir da sentrale i en samisk skole.", "abstract_from": "studien", "link": "", "doi": "", "venue": "A. Balto (red.), Kunnskap og kompetanse i Sápmi: En samisk skole i emning", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Document analysis", "Reflective/self-study" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "General" ], "stedstype": [ "Rural inland" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Other design" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "for1997" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [ "Teachers", "Students" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997" ], "fag": [ "General" ], "datainnsamling": [ "Document analysis", "Interviews", "Reflective/self-study" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Other design" ], "authors": [ "Hætta, J. D." ], "institutions": [] }, { "id": "Helander2004", "cite": "Helander (2004)", "citation": "Helander, N. Ø. (2004). Vurdering av begynneropplæring etter læreplan i samisk. In V. Hirvonen (Ed.), Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97 (pp. 82–100). ČálliidLágádus.", "year": 2004, "title": "Vurdering av begynneropplæring etter læreplan i samisk", "summary": "To assess how L97S's plan for North Sámi as first language works in arranging Sámi teaching — its reading-and-writing part for the beginner stage — and how the plan works against the Sámi language's situation and needs, drawing on the plan itself, questioning of schools and teachers, the literature on literacy, a comparison with the Finnish plan and the 2001 teacher survey.", "abstract": "To assess how L97S's plan for North Sámi as first language works in arranging Sámi teaching — its reading-and-writing part for the beginner stage — and how the plan works against the Sámi language's situation and needs, drawing on the plan itself, questioning of schools and teachers, the literature on literacy, a comparison with the Finnish plan and the 2001 teacher survey.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Literacy & language proficiency" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Document analysis", "Reflective/self-study" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "(nr)" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Teachers" ], "niva": [ "Primary (1-7)" ], "laereplan": [ "L97S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis", "Surveys/Questionnaires", "Interviews", "Reflective/self-study" ], "objekt": [ "Curriculum or policy text" ], "skole": [ "Inside admin area" ], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Helander, N. Ø." ], "institutions": [] }, { "id": "Helander2012", "cite": "Helander (2012)", "citation": "Helander, Nils Øivind 2012: Norgga beale oahppoplána doaibmi guovttegielatvuohta – mo dan meroštallat? [English summary: Functional bilingualism.] – Sámi dieđalaš áigečála 2/2012: 57–83.", "year": 2012, "title": "Læreplanverket i Norge funksjonell tospråklighet - hvordan skal det defineres? [Norgga beale oahppoplána doaibmi guovttegielatvuohta – mo dan meroštallat?]", "summary": "I følge læreplanene i Norge er det språklige målet for opplæringen å gjøre elevene funksjonelt tospråklige. Artikkelen drøfter hvordan man kan definere funksjonell tospråklighet. I skolen er språkopplæringen basert på et normert språk, som brukes i lærebøker. …", "abstract": "I følge læreplanene i Norge er det språklige målet for opplæringen å gjøre elevene funksjonelt tospråklige. Artikkelen drøfter hvordan man kan definere funksjonell tospråklighet. I skolen er språkopplæringen basert på et normert språk, som brukes i lærebøker. Med et slikt normativt synspunkt sammenlikner man vanligvis en tospråklig persons språkkunnskaper med en enspråklig persons språkkunnskaper, og tospråklighet eller kodeskifte betraktes derfor ikke som en hensiktsmessig språkbruk. I artikkelen drøftes også hvordan en tospråklig persons språkkunnskaper inngår i evnen til å kommunisere på to språk i aktuelle situasjoner. Til slutt drøftes språket i matematikkundervisningen, som ofte blir diskutert både på skolen og i media. Ifølge den samiske læreplanen i Norge er målet at samiske elever skal bli funksjonelt tospråklige ved utgangen av skolen. De skal da være tilstrekkelig kompetent i samisk og norsk til å kunne fungere både i det samiske og det norske samfunnet og til å kunne tolke mellom de to språkene. I følge planen for engelsk skal elevene bli til dels flerspråklige. I denne artikkelen diskuterer jeg konseptet funksjonell tospråklighet slik det fremkommer i læreplanplanen basert på synspunkter presentert i dagens tospråklig forskning. Utgangspunktet er hva som sies og ikke sies om begrepet funksjonell tospråklighet i læreplanene for både samisk og norsk. Aspekter ved språkbruk er begrenset til en diskusjon av form og funksjon i kommunikasjon av innhold og holdninger. Jeg diskuterer også forholdet mellom normative og beskrivende tilnærminger til språk i utdanning, innenfor rammen av hvilken jeg også vil diskutere Norgga beale oahppoplánaid mielde oahpahusa gielalaš ulbmil lea dahkat ohppiid doaibmi guovttegielagin. Artihkkalis guorahallojuvvo mo doaibmi guovttegielatvuođa sáhttá meroštallat. Skuvlla giellaoahpahusa vuođđun lea normerejuvvon giella, mii geavahuvvo oahppogirjjiin. Dákkár normatiiva oainnu mielde guovttegielat olbmo giellamáhttu dábálaččat buohtastahttojuvvo ovttagielat olbmo giellamáhtuin ja danin guovttegielasteapmi dahje kodamolsun dábálaččat ii adnojuvvo vuogas giellageavaheapmin. Artihkkalis guorahallojuvvo maiddái mo guovttegielat olbmo giellamáhttui gullá heivvolaš gulahallandilálašvuođas sáhttit guovttegielastit. Loahpas gieđahallojuvvo vel matematihkkaoahpahusa giella, man birra ságastallojuvvo dávjá sihke skuvllas ja maiddái mediain. According to the Sámi curriculum plan in Norway, the aim is that Sámi students should become functionally bilingual by the time they finish school. They are then supposed to be sufficiently competent in Sámi and Norwegian to be able to function in both Sámi and Norwegian society as well as being able to interpret between the two languages. According to the plan for English, students are expected to become largely multilingual. In this paper, I discuss the concept of functional bilingualism as it appears in the curriculum plan based on views presented in current bilingual research. The starting point is what is said and what is not said about the concept of functional bilingualism in the subject plans for both the Sámi and Norwegian languages. Aspects of language use are restricted to a discussion of form and function when communicating content and attitudes. I also discuss the relationship between normative and descriptive approaches to language in education, within the framework of which I shall also discus …", "abstract_from": "referanse", "link": "", "doi": "10.7557/sda.8436", "venue": "", "main": "Literacy & language proficiency", "central": [ "Curriculum & content representation", "Literacy & language proficiency" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language", "Mathematics", "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "Norwegian", "Mathematics" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Helander, N. Ø." ], "institutions": [] }, { "id": "Henriksen2018", "cite": "Henriksen mfl. (2018)", "citation": "Henriksen, M. B., Eira, K. I., Keskitalo, J. H. & Øzerk, K. (2018). Nasjonale prøver i lesing på samisk – på hvilke premisser? Acta Didactica Norge. https://doi.org/10.5617/adno.6293", "year": 2018, "title": "Nasjonale prøver i lesing på samisk - på hvilke premisser?", "summary": "Tema for denne artikkelen er de nasjonale prøvene i lesing på samisk. Disse prøvene utformes på nord-, lule- og sørsamisk, og gjennomføres årlig for elever med samisk som førstespråk på 5., 8. og 9. klassetrinn. …", "abstract": "Tema for denne artikkelen er de nasjonale prøvene i lesing på samisk. Disse prøvene utformes på nord-, lule- og sørsamisk, og gjennomføres årlig for elever med samisk som førstespråk på 5., 8. og 9. klassetrinn. Problemstillingen omfatter bakgrunnen for utviklingen av et eget Rammeverk for nasjonale prøver i lesing samisk, forhold omkring elevpopulasjonen, samt forhold knyttet til opplærings- og læremiddelsituasjonen; og hvordan disse faktorene påvirker utforming og oppfølging av prøvene. Presentasjonen av bakgrunnen for de nasjonale prøvene i lesing på samisk bygger på analyse av dokumentasjon fra prøveutviklingsprosjektet fra og med 2004 og fram til i dag. Videre identifiserer vi premissene for prøvene ut fra gjeldende lovverk og læreplanverk. Undersøkelsen av elevpopulasjon og deltakelse bygger vi på analyse av tilgjengelig tallmateriale, kommentert statistikk og andre studier som tar for seg elevtall og opplæringssituasjonen for samiske elever. Vi legger her fram nye sammenstillinger av tallmaterialet, hvor vi ser på antall elever med samisk som opplæringsspråk i forhold til antall elever med samisk som førstespråk. I kapitlet om de nasjonale leseprøvene på samisk i møte med skolen tar vi for oss opplærings- og læremiddelsituasjonen med bakgrunn i kommentert statistikk og forskningsrapporter, og vi ser at det er stor variasjon på dette området. Denne variasjonen problematiseres i forhold til elevenes muligheter til å oppøve gode leseferdigheter på samisk.", "abstract_from": "studien", "link": "", "doi": "10.5617/adno.6293", "venue": "Acta Didactica Norge", "main": "Assessment practice & validity", "central": [ "Assessment practice & validity" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Assessment practice & validity", "Materials design & use", "Teacher competence & professional development", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Learning material or assessment" ], "deltakere": [ "Other" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Other" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Learning material or assessment" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Henriksen, M. B.", "Eira, K. I.", "Keskitalo, J. H.", "Øzerk, K." ], "institutions": [ "Sámi allaskuvla", "Universitetet i Oslo" ] }, { "id": "Hermansen2011", "cite": "Hermansen og Olsen (2012)", "citation": "Hermansen, N., & Olsen, K. (2012). Valg, ansvar, risiko og etnisk identitet i en finnmarksk modernitet. Norsk Pedagogisk Tidsskrift, 96(3), 210–222. https://doi.org/10.18261/ISSN1504-2987-2012-03-05", "year": 2012, "title": "Valg, ansvar, risiko og etnisk identitet i en finnmarksk modernitet", "summary": "Denne artikkelen analyserer hvordan mødre med barn som har og har hatt samiskundervisning utenfor det samiske språkområdet oppfatter det ansvar og den risiko som skolen påfører dem: I møte med de konkrete praksiser som følger av denne lovfestede rettigheten, må de ta kontinuerlige valg. …", "abstract": "Denne artikkelen analyserer hvordan mødre med barn som har og har hatt samiskundervisning utenfor det samiske språkområdet oppfatter det ansvar og den risiko som skolen påfører dem: I møte med de konkrete praksiser som følger av denne lovfestede rettigheten, må de ta kontinuerlige valg. De valg mødrene foretar på vegne av sine barn skjer innenfor rammene av tidligere koloniale prosesser som knyttet, og i et postkolonialt Finnmark fortsatt knytter, identitet til kulturelle ferdigheter og spesielt til språk. Samtidig blir disse individualiserte valgene grunnleggende for å opprettholde og videreføre samisk språk som en viktig kompetanse for det samiske samfunn som helhet.", "abstract_from": "referanse", "link": "", "doi": "10.18261/ISSN1504-2987-2012-03-05", "venue": "Norsk Pedagogisk Tidsskrift", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Language rights, policy & entitlement" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Parents/guardians" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "deltakere": [ "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK06", "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Hermansen, N.", "Olsen, K." ], "institutions": [] }, { "id": "Hermansen2020", "cite": "Hermansen og Olsen (2020)", "citation": "Hermansen, N., & Olsen, K. (2020). Learning the Sámi language outside of the Sámi core area in Norway. Acta Borealia, 37(1–2), 63–77. https://doi.org/10.1080/08003831.2020.1751410", "year": 2020, "title": "Learning the Sámi language outside of the Sámi core area in Norway", "summary": "We analyze how the implementation of the Norwegian policy on the Sámi language in school has shaped some Norwegian-speaking Sámi youths' experiences and challenges of language learning. The research was conducted in Alta, Finnmark county. …", "abstract": "We analyze how the implementation of the Norwegian policy on the Sámi language in school has shaped some Norwegian-speaking Sámi youths' experiences and challenges of language learning. The research was conducted in Alta, Finnmark county. The youths interviewed in this study have had education in the Sámi language for the larger part, or for the entirety, of their primary and secondary education. Semi-structured interviews were used to cover important topics, in thematic narratives. In the youths' narratives, \"a hidden transcript\" (Scott, James C. 1990. Domination and the Arts of Resistance. Hidden Transcripts. New Haven, CT: Yale University Press) seems to permeate. They experienced Sámi language learning to be in Eidheim's ([1969. \"When Ethnic Identity Is a Social Stigma.\" In Ethnic Groups and Boundaries. The Social Organization of Culture Difference, edited by Fredrik Barth, 39–57. Boston: Little, Brown and Company], 49) terms a \"closed Sámi sphere\". We argue that in this particular context the schools' institutional frames and practical implementation lead to sphering of what is considered Sámi and what is considered Norwegian. This makes it difficult, or maybe even impossible, for these youths to obtain the level of fluency in the North Sámi language that they strive for.", "abstract_from": "referanse", "link": "", "doi": "10.1080/08003831.2020.1751410", "venue": "Acta Borealia", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "lokalt" ], "reformfase": [ "tilbakeblikk" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "deltakere": [ "Students" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Pupils or learners" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Hermansen, N.", "Olsen, K." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "HirvasvuopioLaiti2011", "cite": "HirvasvuopioLaiti (2011)", "citation": "Annukka Hirvasvuopio‐Laiti & Vuokko Hirvonen 2011: Ohcejoga ja Deanu gielddaid skuvla‐ ja mánáidgárdeovttasbarggu dálá dilli ja hástalusat. Čielggadeapmi 1/2011. Sámi allaskuvla.", "year": 2011, "title": "[Ovttas!]: Ohcejoga ja Deanu gielddaid skuvla- ja mánáidgárdeovttasbarggu dálá dilli ja hástalusat", "summary": "Utredningen er en del av Utsjok kommune, Tana kommune og språksenteret Deanu giellagáttis prosjekt OVTTAS. Formålet er å få vite hvordan lærere, foreldre, elever og barnehageansatte har opplevd samarbeidet i prosjektet, og hva de mener om samarbeidet.", "abstract": "Utredningen er en del av Utsjok kommune, Tana kommune og språksenteret Deanu giellagáttis prosjekt OVTTAS. Formålet er å få vite hvordan lærere, foreldre, elever og barnehageansatte har opplevd samarbeidet i prosjektet, og hva de mener om samarbeidet.", "abstract_from": "koding", "link": "", "doi": "", "venue": "", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Organisation & delivery of provision", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Other" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "Parents/guardians" ], "fag": [ "General" ], "stedstype": [ "Rural inland" ], "dokument": [ "Report" ], "publspraak": [ "North Sami" ], "design": [ "Qualitative" ], "land": [ "Norway", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Other" ], "deltakere": [ "Students", "Teachers", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK06S" ], "fag": [ "General" ], "datainnsamling": [ "Interviews", "Focus groups", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Finland" ], "dokument": [ "Report" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Hirvasvuopio-Laiti, A.", "Hirvonen, V." ], "institutions": [] }, { "id": "Hirvonen2003", "cite": "Hirvonen og Keskitalo (2004)", "citation": "Hirvonen, V. & Keskitalo, J. H. (2004). Samisk skole – en ufullendt symfoni? I K. J. Solstad & T. O. Engen (red.), En likeverdig skole for alle? Om enhet og mangfold i grunnskolen (kap. 9, s. 200–219). Universitetsforlaget.", "year": 2004, "title": "Samisk skole - en ufullendt symfoni?", "summary": "To discuss how far schools and municipalities have been able to build L97S's aims into their own systems — using the national evaluation of the Sámi curriculum to ask what became of teaching IN Sámi, teaching OF Sámi, and Sámi understanding as the basis of education.", "abstract": "To discuss how far schools and municipalities have been able to build L97S's aims into their own systems — using the national evaluation of the Sámi curriculum to ask what became of teaching IN Sámi, teaching OF Sámi, and Sámi understanding as the basis of education.", "abstract_from": "koding", "link": "", "doi": "", "venue": "K. J. Solstad & T. O. Engen (red.), En likeverdig skole for alle? Om enhet og mangfold i grunnskolen", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97", "L97S" ], "evidens": [ "Observed" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Other" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Sami core municipality", "Rural inland", "Rural coastal" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark", "Troms" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils" ], "deltakere": [ "Students", "Teachers", "School leaders", "Other" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S", "L97" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Surveys/Questionnaires", "Interviews", "Observations", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland", "Rural coastal", "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Hirvonen, V.", "Keskitalo, J. H." ], "institutions": [] }, { "id": "HirvonenV2003", "cite": "HirvonenV (2003)", "citation": "Vuokko Hirvonen 2003: Sámi oahppoplánaid (O 97S) evalueren: sámegiela ja sámi kultuvrra fievrrideapmi sámi skuvllaide. Girjjis: Sámi áddejupmi ja sámi skuvla : Davviriikkalaš sámi skuvladutkiid konferánsa, Guovdageainnus 7.-9.11.2001 = Sami understanding and Sami education : Nordic Sami Educational Research Conference, Kautokeino November 7th-9th 2001", "year": 2003, "title": "Evaluering av samiske læreplaner (L 97S): overføring av samisk språk og kultur til samiske skoler [Sámi oahppoplánaid (O 97S) evalueren: sámegiela ja sámi kultuvrra fievrrideapmi sámi skuvllaide]", "summary": "Presentasjon av evalueringsprosjektet som Sámi allaskuvla arbeider med: Om hvordan samisk kontekst i praksis fungerer O 97S på de forskjellige skolene som følger læreplanen.", "abstract": "Presentasjon av evalueringsprosjektet som Sámi allaskuvla arbeider med: Om hvordan samisk kontekst i praksis fungerer O 97S på de forskjellige skolene som følger læreplanen.", "abstract_from": "koding", "link": "", "doi": "", "venue": "", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Sami core municipality", "Rural inland", "Rural coastal" ], "dokument": [ "Report" ], "publspraak": [ "North Sami" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Finnmark", "Troms" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami L2", "Non-Sami pupils" ], "deltakere": [ "Teachers", "School leaders", "Students" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Surveys/Questionnaires", "Interviews", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality", "Rural inland", "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Conference paper" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Hirvonen, V." ], "institutions": [] }, { "id": "Hornberger2015", "cite": "Hornberger og Outakoski (2015)", "citation": "Hornberger, N. H., & Outakoski, H. (2015). Sámi time, space, and place: Exploring teachers’ metapragmatic statements on Sámi language use, teaching, and revitalization in Sápmi. Confero: Essays on Education, Philosophy and Politics, 3(1), 9–54. https://doi.org/10.3384/confero.2001-4562.150618", "year": 2015, "title": "Sámi time, space and place: exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi", "summary": "To shed light on Sámi language use, teaching and revitalization and the role of the school therein, by analysing 18 Sápmi teachers' metapragmatic statements for ideologies of time, space and place, and for how globalizing processes are positioned in local language practices.", "abstract": "To shed light on Sámi language use, teaching and revitalization and the role of the school therein, by analysing 18 Sápmi teachers' metapragmatic statements for ideologies of time, space and place, and for how globalizing processes are positioned in local language practices.", "abstract_from": "koding", "link": "", "doi": "10.3384/confero.2001-4562.150618", "venue": "Confero: Essays on Education, Philosophy and Politics", "main": "Teacher competence & professional development", "central": [ "Teacher competence & professional development", "Language use & vitality" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Teachers" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Sweden", "Finland" ], "undervisningsform": [ "On-site", "Hybrid" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage" ], "deltakere": [ "Teachers" ], "niva": [ "Primary (1-7)" ], "laereplan": [], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [], "undervisningsform": [ "Hybrid", "On-site" ], "sted": [], "sprakomrade": [], "land": [ "Norway", "Sweden", "Finland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Hornberger, N. H.", "Outakoski, H." ], "institutions": [ "Umeå universitet", "University of Pennsylvania" ] }, { "id": "Huru2022", "cite": "Huru mfl. (2023)", "citation": "Huru, H. L., Sandmo, N. M. O. & Simensen, A. M. (2023). Matematikkoppgaver med utgangspunkt i tradisjonell kunnskap i kvensk og sjøsamisk kultur. I G. Figenschou, S. S. Karlsen & H. C. Pedersen (red.), Ávdnet – samiske tema i skole og utdanning (kap. 7, s. 135–151). Universitetsforlaget.", "year": 2023, "title": "Matematikkoppgaver med utgangspunkt i tradisjonell kunnskap i kvensk og sjøsamisk kultur", "summary": "To inspire teachers to work with mathematics in minority-language and minority-culture contexts by presenting the HiCuA framework (Historic-Cultural Authentic) and showing how one teacher used it to design and run cross-curricular mathematics teaching grounded in Kven and Sea Sámi traditional knowledge.", "abstract": "To inspire teachers to work with mathematics in minority-language and minority-culture contexts by presenting the HiCuA framework (Historic-Cultural Authentic) and showing how one teacher used it to design and run cross-curricular mathematics teaching grounded in Kven and Sea Sámi traditional knowledge.", "abstract_from": "koding", "link": "", "doi": "", "venue": "G. Figenschou, S. S. Karlsen & H. C. Pedersen (red.), Ávdnet – samiske tema i skole og utdanning", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Materials design & use", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Reflective/self-study" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers", "Cultural practitioners/knowledge-holders" ], "fag": [ "Mathematics", "(other subjects)", "Cross-curricular" ], "stedstype": [ "Rural coastal" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Other design" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "Nord-Norge (northern Norway)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "regionalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils" ], "deltakere": [ "Students", "Teachers", "Cultural practitioners/knowledge-holders" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20" ], "fag": [ "Mathematics", "Kven/Finnish", "Cross-curricular" ], "datainnsamling": [ "Reflective/self-study" ], "objekt": [ "Class or teaching event" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Other design" ], "authors": [ "Huru, H. L.", "Sandmo, N. M. O.", "Simensen, A. M." ], "institutions": [] }, { "id": "Iversen2021", "cite": "Iversen (2021)", "citation": "Iversen, J. Y. (2021). Samisk og somali i norsk skule: Ei undersøking av språkideologiar blant lærarstudentar. Nordand: Nordisk tidsskrift for andrespråksforskning, 16(1), 21–35.", "year": 2021, "title": "Samisk og somali i norsk skule: ei undersøking av språkideologiar blant lærarstudentar", "summary": "As a result of increased mobility across borders over the last decades, several Nordic countries experience that indigenous peoples and national minorities are being outnumbered by more recent language minorities. …", "abstract": "As a result of increased mobility across borders over the last decades, several Nordic countries experience that indigenous peoples and national minorities are being outnumbered by more recent language minorities. For example, it is likely that there are currently more speakers of Somali than speakers of Sámi in Norway. It remains an open question which consequences this development will have for language and education policies. This article investigates pre-service teachers’ (PSTs) language ideologies through focus group discussions about a vignette on a Sámi and Somali speaking student and their respective rights within the Norwegian education system. Four groups of PSTs (N = 13) from two teacher education institutions in Norway participated in the study. The PSTs’ discourses are analysed through Irvine and Gal’s (2000) theory on language ideology and linguistic differentiation. The analysis demonstrates a widespread understanding among the PSTs in the study for a language hierarchy within Norwegian education, which has been supported through policies that grant Norwegian and Sámi certain rights that are not awarded to more recent minority languages. In this article, I argue that PSTs should become aware of their own language ideologies and develop a competence to reflect on how their language ideologies influence students’ educational opportunities.", "abstract_from": "studien", "link": "", "doi": "10.18261/issn.2535-3381-2021-01-02", "venue": "Nordand: Nordisk tidsskrift for andrespråksforskning", "main": "Teacher competence & professional development", "central": [ "Language rights, policy & entitlement", "Teacher competence & professional development" ], "contributes": [ "Language rights, policy & entitlement", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "LK20" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Focus groups" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Teacher educators/preservice" ], "fag": [ "(na)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "Østlandet (eastern Norway)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "regionalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Other" ], "deltakere": [ "Teacher educators/preservice" ], "niva": [ "Teacher education" ], "laereplan": [ "LK20" ], "fag": [], "datainnsamling": [ "Focus groups" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Iversen, J. Y." ], "institutions": [] }, { "id": "Iversen2024", "cite": "Iversen (2026)", "citation": "Iversen, J. Y. (2026). 'Creating strong Sámi children': teachers' positioning of heritage language students. Journal of Multilingual and Multicultural Development, 47(2), 1040–1054. https://doi.org/10.1080/01434632.2024.2411439", "year": 2026, "title": "‘Creating strong Sámi children’: teachers’ positioning of heritage language students", "summary": "This article presents an ethnographic study of Sámi heritage language education in public schools in a city in Norway. …", "abstract": "This article presents an ethnographic study of Sámi heritage language education in public schools in a city in Norway. The Sámi people, the only recognised Indigenous people in Europe, are reclaiming their language and culture after intense assimilatory efforts by the Norwegian state. Based on ten weeks of fieldwork in Sámi heritage language (HL) education in an urban setting far from the Sámi core areas, the current article investigates how Sámi teachers and students negotiate subject positions in HL education based on Sámi culture, values, and traditional knowledge. The researcher observed lessons, wrote field notes, collected teaching materials, conducted interviews, and made video and audio recordings of classroom interactions. The analysis demonstrates how the teachers purposefully and iteratively attempted to position their students as Sámi and how the students responded to their teachers’ construction of a Sámi subject position. The findings suggest that HL teachers need to recognise and accommodate the complex and diverse connections that HL students have with their culture, language, and community, particularly in contexts of historical colonisation and assimilation. By making multiple subject positions available to students, teachers can contribute to a more inclusive and empowering learning environment that acknowledges the nuances of HL students’ subjectivities.", "abstract_from": "referanse", "link": "", "doi": "10.1080/01434632.2024.2411439", "venue": "Journal of Multilingual and Multicultural Development", "main": "Learner identity, motivation & wellbeing", "central": [ "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20S" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Document analysis" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Sør-Norge (southern Norway)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "regionalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Observations", "Interviews", "Document analysis", "Ethnographic fieldwork" ], "objekt": [ "Class or teaching event" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Iversen, J. Y." ], "institutions": [ "Høgskolen i Innlandet" ] }, { "id": "Iversen2025a", "cite": "Iversen (2025)", "citation": "Iversen, J. Y. (2025). Policies, conditions and student experiences in Arabic and Sámi heritage language education. Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2025.2600956", "year": 2025, "title": "Policies, conditions and student experiences in Arabic and Sámi heritage language education", "summary": "Heritage language (HL) education is offered in different forms by all Scandinavian public education systems. In addition, community-based complementary schools offering HL education are available across Scandinavia. …", "abstract": "Heritage language (HL) education is offered in different forms by all Scandinavian public education systems. In addition, community-based complementary schools offering HL education are available across Scandinavia. The current article uses Norway as an example while investigating the following research questions: How do language policies in education influence the conditions for Arabic and Sámi HL education, and what consequences can these conditions have for students’ experiences? These research questions were investigated through ten weeks of ethnographic fieldwork in Sámi HL education in public schools and in a complementary weekend school offering Arabic HL education in a Norwegian city. The analysis demonstrates how both Arabic and Sámi HL education are marginalised forms of education. Nevertheless, the Sámi HL students reported experiencing encouragement from peers and pride in their heritage, while the Arabic HL students reported keeping their HL education secret from their peers in mainstream schools.", "abstract_from": "referanse", "link": "", "doi": "10.1080/00313831.2025.2600956", "venue": "Scandinavian Journal of Educational Research", "main": "Language rights, policy & entitlement", "central": [ "Organisation & delivery of provision", "Language rights, policy & entitlement" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(cr)" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Document analysis", "Participants' own texts and work" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Observations", "Document analysis", "Ethnographic fieldwork", "Participants' own texts and work" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Iversen, J. Y." ], "institutions": [ "Høgskolen i Innlandet" ] }, { "id": "Iversen2025b", "cite": "Iversen (2025)", "citation": "Iversen, J. Y. (2025). Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education. Language and Education, 39(5), 1148–1164. https://doi.org/10.1080/09500782.2024.2436010", "year": 2025, "title": "Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education", "summary": "Studies have found that imaginations of a perceived 'homeland' plays a prominent role in much heritage language (HL) education. …", "abstract": "Studies have found that imaginations of a perceived 'homeland' plays a prominent role in much heritage language (HL) education. Taking Sámi HL education as a point of departure, I investigated the following research question: What opportunities and limitations can be associated with a land-based pedagogy in Indigenous HL education in an urban setting, removed from the ancestral homeland? This research question was investigated through an ethnographic study of Sámi HL education in public schools in a city in Norway. With an increasing -number of Sámi students outside traditional Sámi communities, Sámi HL teachers need to reconsider what 'area belonging' should mean in Sámi HL education. The findings suggest that land-based pedagogies hold the potential to provide Indigenous HL students with an HL education deeply rooted in Indigenous epistemologies and pedagogies. Nevertheless, this approach often failed to actively engage students who had grown up in an urban environment, removed from their ancestral homeland. I suggest that there is a need to develop a Sámi pedagogy for urban Sámi students outside the traditional Sámi communities, which capitalise on students' complex relations and diverse imaginations of their 'homeland'. Implications for other heritage language education settings are discussed.", "abstract_from": "referanse", "link": "", "doi": "10.1080/09500782.2024.2436010", "venue": "Language and Education", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing" ], "contributes": [ "Pedagogy & classroom practice", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20S" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Sør-Norge (southern Norway)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "regionalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami heritage" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork" ], "objekt": [ "Class or teaching event" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Iversen, J. Y." ], "institutions": [ "Høgskolen i Innlandet" ] }, { "id": "Juuso2024", "cite": "Juuso (2024)", "citation": "Berit-Ellen Juuso 2024: Jietnadagas bustávvii – bustávas jietnadahkii: Sámegielat álgooahpahusa ohppiid teknihkalaš lohkandáidu. [Fra lyd til bokstav – fra bokstav til lyd: Elever i samisk begynneropplærings tekniske leseferdighet]. PhD. Sámi allaskuvla.", "year": 2024, "title": "Fra lyd til bokstav - fra bokstav til lyd: Elevenes tekniske leseferdigheter i samisk som førstespråk [Jietnadagas bustávvii – bustávas jietnadahkii: sámegielat álgooahpahusa ohppiid teknihkalaš lohkandáidu]", "summary": "Doavttirgrádadutkamuš buktá dieđuid davvisámegielat oahpahusa álgooahpahusagi ohppiid lohkandáiddus. …", "abstract": "Doavttirgrádadutkamuš buktá dieđuid davvisámegielat oahpahusa álgooahpahusagi ohppiid lohkandáiddus. Dutkanbargu gieđahallá davvisámegielat 8-jahkásaš ohppiid teknihkalaš lohkandáiddu ja čájeha ohppiid lohkandáiddu dási giđđat dan jagi, go oahppit leat galgan olahit oahppoplána ulbmiliid lohkandáiddu ektui. Oahppit leat Norggas nuppi ceahkis ja Suomas vuosttaš luohkás, nappo sii leat goappat ceahkis/ luohkás riikkaid skuvlavuogádaterohusaid geažil. Guovtti skuvlavuogádaga dutkan ohppiid dáidduid guorahallamiin lasiha ipmárdusa sámegiela lohkanoahppamis ja oahppoplánaid ulbmiliid ollašuvvamis. Ulbmilin lea iskat ohppiid lohkandáiddu muttuid mielde, nappo iskat oahppi bustávva-jietnadat-vástideaddjivuođa, fonologalaš diđolašvuođa dáidduid, muittu ja lohkama. Dutkanmateriálan leat sámegielat 8-jahkásaš ohppiid (N=36) teknihkalaš lohkandáiddu gártemat. Lohkandáiddu gártemat čađahuvvojedje Norggas sámegiela hálddašanguovllus ja Suomas sámiid ruovttuguovllus. Empiralaš dutkanmateriála analyserejuvvo kvantitatiivvalaččat ja kvalitatiivvalaččat. Kvantitatiivvalaš analysas veardiduvvo 8-jahkásaš ohppiid lohkama oassedáiddut sohkabeali ja suopmaniid ektui, ja dutkanmateriála analyserejuvvo ohppiid lohkandáidoteastta gaskaárvvuid, gaskabiđggiidemiid ja minima ja maksima árvvuid vuođul. Kvalitatiivvalaš analysas ohppiid lohkama oassedáiddut guorahallojuvvojit sámegiela morfologalaš ja fonologalaš gielalaš iešvuođaid vuođul. Váldogávnnahus lea, ahte oahppit leat gaskamearálaččat olahan teknihkalaš lohkandáiddu dan jagi giđđat go sii devdet gávcci jagi. Dat mearkkaša dan, ahte oahppit leat gaskamearálaččat oahppan sámegie -la bustávva-jietnadat-vástideaddjivuođa ja bastet dan vuođul dekodet sániid. Indiviiddaid gaskkas leat erohusat ja muhtin ohppiin leat vuht -tomis čuolmmat lohkamis. Sámegiela bustávva-jietnadat-dovdamuš ja nammadandáidu einnostit teknihkalaš lohkandáiddu buorebut go fonologalaš diđolašvuođa dáiddut. Dutkamuš buktá dieđuid sámegiela gielalaš iešvuođaid váikkuhu -sas sámegielat oahpahusa ohppiid lohkandáidui. Suopman fonologalaš iešvuohtan ii váikkut teknihkalaš lohkandáiddu huksemii. Sáhttá dul -kot, ahte lohkan suopmana mielde dáhpáhuvvá easkka maŋŋeleappos go lohkanipmárdus lassána. Riikka váldogielas lea vuohttimis nu gohčoduvvon sirdinváikkuhus sámegiela lohkanoahppamii. Sámegie -la iešvuođat vuhttojit ohppiid lohkanoahppamis sámegiela erenomáš bustávaid ja jietnadagaid oahppama h", "abstract_from": "studien", "link": "", "doi": "", "venue": "", "main": "Literacy & language proficiency", "central": [ "Literacy & language proficiency" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06S" ], "evidens": [ "Measured" ], "periode": [ "2020-2026" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Observations", "Document analysis", "Other" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "PhD thesis" ], "publspraak": [ "North Sami" ], "design": [ "Mixed methods" ], "land": [ "Norway", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "tilbakeblikk" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Students" ], "niva": [ "Primary (1-7)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Tests/Assessments", "Document analysis", "Observations" ], "objekt": [ "Pupils or learners" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Finland" ], "dokument": [ "PhD thesis" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Juuso, B.-E." ], "institutions": [] }, { "id": "Keskitalo2004", "cite": "Keskitalo (2004)", "citation": "Keskitalo, J. H. (2004). Utvikling av 'samisk skole' og lokal tilpasning – ifølge kommunenes og skolenes planer og lærernes syn. In V. Hirvonen (Ed.), Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97 (pp. 19–33). ČálliidLágádus.", "year": 2004, "title": "Utvikling av \"samisk skole\" og lojal tilpasning: ifølge kommunenes og skolenes planer og lærernes syn", "summary": "To examine how the reforms enacted in L97S — above all local adaptation and the curriculum's indigenous, Sámi and multicultural perspectives — have been implemented in the Sámi schools of the six municipalities of the administrative area, at municipal and school level, as seen through teachers' views in a survey and through the municipalities' and schools' plans and reports.", "abstract": "To examine how the reforms enacted in L97S — above all local adaptation and the curriculum's indigenous, Sámi and multicultural perspectives — have been implemented in the Sámi schools of the six municipalities of the administrative area, at municipal and school level, as seen through teachers' views in a survey and through the municipalities' and schools' plans and reports.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Surveys/Questionnaires", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Teachers", "School leaders" ], "fag": [ "General" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Teachers", "School leaders" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "General" ], "datainnsamling": [ "Surveys/Questionnaires", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Keskitalo, J. H." ], "institutions": [] }, { "id": "Keskitalo2011", "cite": "Keskitalo og Määttä (2011)", "citation": "Keskitalo, P., & Määttä, K. (2011). How do the Sámi culture and school culture converge — or do they? The Australian Journal of Indigenous Education, 40, 112–119. https://doi.org/10.1375/ajie.40.112", "year": 2011, "title": "How Do the Sami Culture and School Culture Converge--Or Do They?", "summary": "This article dissects instruction in the Norwegian Sami School and its cultural sensitivity. The focus is on the classroom culture of Sami education: how Sami education is arranged in practice. …", "abstract": "This article dissects instruction in the Norwegian Sami School and its cultural sensitivity. The focus is on the classroom culture of Sami education: how Sami education is arranged in practice. The core of the research is intertwined with issues concerning the status, language, and culture of Indigenous people in education. The research was ethnographic and the research data consists of questionnaires (N = 108), teachers' (N = 15) interviews, and the researcher's field diaries. The research showed that the Sami culture and school culture do not meet: the western school culture dominates teaching at the Sami School and socialises the Sami School into mainstream society. The Sami people's conception of time, place, and information should be emphasised in the teaching arrangements.", "abstract_from": "referanse", "link": "", "doi": "10.1375/ajie.40.112", "venue": "The Australian Journal of Indigenous Education", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S", "LK06S" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "General" ], "stedstype": [ "Rural inland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S", "LK06S" ], "fag": [ "General" ], "datainnsamling": [ "Interviews", "Observations", "Document analysis", "Ethnographic fieldwork" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Keskitalo, P.", "Määttä, K." ], "institutions": [ "Lapplands universitet", "Sámi allaskuvla" ] }, { "id": "Keskitalo2019", "cite": "Keskitalo (2019)", "citation": "Keskitalo, P. (2019). Place and space in Sámi education. Policy Futures in Education, 17(4), 560–574. https://doi.org/10.1177/1478210319848530", "year": 2019, "title": "Place and Space in Sámi Education", "summary": "This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. …", "abstract": "This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools' pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi worldview and traditional knowledge should be closely connected to school practices. This means that the Sámi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils' motivation and sense of connection to the local area. With mediating structures -- connected to multicultural educational contexts -- such educational systems could be developed.", "abstract_from": "referanse", "link": "", "doi": "10.1177/1478210319848530", "venue": "Policy Futures in Education", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Unspecified" ], "niva": [ "(nr)" ], "laereplan": [ "(cr)" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Observations", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "General" ], "stedstype": [ "Sami core municipality", "City" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Students", "Teachers" ], "niva": [], "laereplan": [], "fag": [ "General" ], "datainnsamling": [ "Observations", "Interviews", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "City", "Sami core municipality" ], "sprakomrade": [], "land": [ "Norway", "Finland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Keskitalo, P." ], "institutions": [ "Lapplands universitet", "Sámi allaskuvla" ] }, { "id": "Keskitalo2024", "cite": "Keskitalo (2025)", "citation": "Keskitalo, P. (2025). Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children. AlterNative: An International Journal of Indigenous Peoples, 21(1), 93–100. https://doi.org/10.1177/11771801241291238", "year": 2025, "title": "Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children", "summary": "The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi— Scandinavia and Kola Peninsula, Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. …", "abstract": "The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi— Scandinavia and Kola Peninsula, Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.", "abstract_from": "referanse", "link": "", "doi": "10.1177/11771801241291238", "venue": "AlterNative: An International Journal of Indigenous Peoples", "main": "Teacher education & pipeline", "central": [ "Teacher education & pipeline", "Teacher competence & professional development" ], "contributes": [ "Teacher education & pipeline", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Teacher educators/preservice" ], "fag": [ "(na)" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(nr)" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Other" ], "deltakere": [ "Teacher educators/preservice" ], "niva": [ "Teacher education" ], "laereplan": [], "fag": [], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [], "undervisningsform": [], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Keskitalo, P." ], "institutions": [ "Lapplands universitet", "Sámi allaskuvla" ] }, { "id": "KeskitaloMaatta2011", "cite": "KeskitaloMaatta (2011)", "citation": "Pigga Keskitalo & Kaarina Määttä 2011: Sámegielat álgooahpahusa gielalaš iešvuođat [Linguistic features in Sami instruction at first grades]. Sámi dieđalaš áigečála 1/2011", "year": 2011, "title": "Sámegielat álgooahpahusa gielalaš iešvuođat [Linguistic features in Sami instruction at first grades]", "summary": "Undersøke begynneropplæringa i samisk i skolen, dvs skrive-lese opplæring", "abstract": "Undersøke begynneropplæringa i samisk i skolen, dvs skrive-lese opplæring", "abstract_from": "koding", "link": "", "doi": "", "venue": "", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice", "Literacy & language proficiency" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami heritage" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S", "LK06S" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork", "Document analysis", "Other" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ], "design": [ "Qualitative" ], "land": [ "Norway", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami heritage" ], "deltakere": [ "Teachers", "Students" ], "niva": [ "Primary (1-7)" ], "laereplan": [ "L97S", "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Ethnographic fieldwork", "Observations", "Document analysis", "Other" ], "objekt": [ "Class or teaching event" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Finland" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Keskitalo, P.", "Määttä, K." ], "institutions": [] }, { "id": "Krempig2024", "cite": "Krempig og Enoksen (2024)", "citation": "Krempig, I.W.; Enoksen, E. (2024). Cultural Education in Nature Through the Lens of Sámi Practitioners. Education Sciences, 14, 1246. https://doi.org/10.3390/educsci14111246", "year": 2024, "title": "Cultural Education in Nature Through the Lens of Sámi Practitioners", "summary": "The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. …", "abstract": "The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. In this context, one of several suggested educational practices is to include Sámi traditional practitioners in teaching activities. Against this backdrop, this paper explores the perspectives of five Sámi practitioners, concentrating on their experiences and pedagogical practices when engaging students of various ages and kindergarten children in Sámi culture in a nature-based setting. The study reveals the practitioners’ arguments for sharing their culture and skills through such learning activities and their suggestions for inclusion in teaching practices. The qualitative-based research methodology comprises semi-structured interviews with Sámi practitioners who are involved in different cooperative projects within our region. These different practitioners offer learners the chance to engage with Sámi nature-based traditional practices by participating in activities in close collaboration with reindeer herders, duodji (handicraft) practitioners, coastal Sámi caretakers, and similar cultural educators in an outdoor setting. This study advocates for the significance of involving Sámi traditional practitioners and Sámi practices on all educational levels and proposes that nature-based activities are of specific value in such practices.", "abstract_from": "referanse", "link": "", "doi": "10.3390/educsci14111246", "venue": "Education Sciences", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "fag": [ "(na)" ], "stedstype": [ "Rural inland", "Rural coastal" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "regionalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Other" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "niva": [ "Teacher education" ], "laereplan": [], "fag": [], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [], "undervisningsform": [], "sted": [ "Rural inland", "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Krempig, I. W.", "Enoksen, E." ], "institutions": [ "Norges idrettshøgskole", "UiT Norges arktiske universitet" ] }, { "id": "Kvivesen2023", "cite": "Kvivesen (2023)", "citation": "Kvivesen, M. (2023). Samisk tradisjonell kunnskap og utdanning for bærekraftig utvikling. In T. S. Bredal-Tomren (Ed.), Utdanning for bærekraft: Erfaring og forskning fra barnehage og skole (Ch. 6, pp. 107–123). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.193.ch6", "year": 2023, "title": "Samisk tradisjonell kunnskap og utdanning for bærekraftig utvikling", "summary": "I slutten av september fikk jeg være med en gruppe ungdomsskoleelever som var med på høstsamling av rein sammen med en siida ut på en av øyene i Finnmark. Elevene var med siidaen i forbindelse med at de skulle lære om samisk tradisjonell kunnskap i naturfag. …", "abstract": "I slutten av september fikk jeg være med en gruppe ungdomsskoleelever som var med på høstsamling av rein sammen med en siida ut på en av øyene i Finnmark. Elevene var med siidaen i forbindelse med at de skulle lære om samisk tradisjonell kunnskap i naturfag. I overordnet del av læreplanen står det at elever skal få innsikt i det samiske urfolkets kultur, historie, rettigheter og samfunnsliv (Kunnskapsdepartementet, 2017). Norsk språk og de samiske språkene – nordsamisk, lulesamisk og sørsamisk – er regnet som likeverdig i Norge. Overordnet del av læreplanen sier at alle elever skal lære om det språklige …", "abstract_from": "referanse", "link": "", "doi": "10.23865/noasp.193.ch6", "venue": "Utdanning for bærekraft: Erfaring og forskning fra barnehage og skole", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "fag": [ "(other subjects)" ], "stedstype": [ "Rural coastal" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "Finnmark" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "regionalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils" ], "deltakere": [ "Cultural practitioners/knowledge-holders" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [ "LK20" ], "fag": [ "Natural science" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural coastal" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Kvivesen, M." ], "institutions": [] }, { "id": "Kvivesen2023b", "cite": "Kvivesen mfl. (2023)", "citation": "Kvivesen, M., Utsi, T. A., & Isaksen, M. (2023). Arbeid med sennagress – samisk tradisjonell kunnskap i naturfag. In G. Figenschou, S. S. Karlsen & H. C. Pedersen (Eds.), Ávdnet – samiske tema i skole og utdanning (Ch. 4, pp. 88–99). Universitetsforlaget.", "year": 2023, "title": "Arbeid med sennagress - samisk tradisjonell kunnskap i naturfag", "summary": "To examine how science student teachers on a primary/lower-secondary teacher-education programme acquire competences in Sámi traditional knowledge (árbediehtu), natural science and sustainable development by working practically and theoretically with sennagrass (gámasuoidni), and to describe how they gathered information about it and what they experienced.", "abstract": "To examine how science student teachers on a primary/lower-secondary teacher-education programme acquire competences in Sámi traditional knowledge (árbediehtu), natural science and sustainable development by working practically and theoretically with sennagrass (gámasuoidni), and to describe how they gathered information about it and what they experienced.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Ávdnet – samiske tema i skole og utdanning", "main": "Teacher competence & professional development", "central": [ "Teacher competence & professional development" ], "contributes": [ "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "LK20", "LK20S" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Teacher educators/preservice" ], "fag": [ "(na)" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "Nord-Norge (northern Norway)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "regionalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Other" ], "deltakere": [ "Teacher educators/preservice" ], "niva": [ "Teacher education" ], "laereplan": [ "LK20S", "LK20" ], "fag": [], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Project or intervention" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Kvivesen, M.", "Utsi, T. A.", "Isaksen, M." ], "institutions": [] }, { "id": "Lange2025", "cite": "Lange mfl. (2025)", "citation": "Lange, B. M. M., Pedersen, J. M., Kristiansen, G., Mackisack, V., & Killengreen, S. T. (2025). Integrating Coastal Sámi Traditional Knowledge in Science Education: Challenges, Approaches, and the Path Forward. Education Sciences, 15(2), 230. https://doi.org/10.3390/educsci15020230", "year": 2025, "title": "Integrating Coastal Sámi Traditional Knowledge in Science Education: Challenges, Approaches, and the Path Forward", "summary": "This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. …", "abstract": "This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. The research employs action research methods, involving student teachers and teacher educators, to develop teaching units focused on Coastal Sámi topics. The study highlights the use of Banks’s multicultural curriculum reform approaches to analyze how Indigenous perspectives were incorporated. The key findings reveal that while efforts were made to include Coastal Sámi concepts, the integration often remained superficial. This study underscores the need for comprehensive teacher training and resources to effectively teach Indigenous topics. The conclusions emphasize the importance of a transformative approach to education that authentically incorporates diverse perspectives, advocating for systemic support to enhance teachers’ ability to deliver culturally relevant education. The research calls for collaboration among policymakers, teacher educators, and the Sámi community to ensure meaningful integration of Indigenous knowledge in curricula, fostering a deeper understanding and appreciation of Sámi culture and sustainability practices.", "abstract_from": "referanse", "link": "", "doi": "10.3390/educsci15020230", "venue": "Education Sciences", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice", "Teacher competence & professional development" ], "contributes": [ "Curriculum & content representation", "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Other" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Other" ], "niva": [ "Compulsory (1-10)", "Teacher education" ], "laereplan": [ "LK20" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Observations", "Reflective/self-study" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teacher educators/preservice", "Cultural practitioners/knowledge-holders" ], "fag": [ "(other subjects)" ], "stedstype": [ "Rural coastal" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "Troms" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "regionalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Other" ], "deltakere": [ "Teacher educators/preservice", "Students", "Cultural practitioners/knowledge-holders" ], "niva": [ "Lower secondary (8-10)", "Teacher education" ], "laereplan": [ "LK20" ], "fag": [ "Natural science" ], "datainnsamling": [ "Observations", "Reflective/self-study", "Interviews" ], "objekt": [ "Class or teaching event" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural coastal" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lange, B. M. M.", "Pedersen, J. M.", "Kristiansen, G.", "Mackisack, V.", "Killengreen, S. T." ], "institutions": [ "UiT Norges arktiske universitet", "University of Auckland" ] }, { "id": "Lauhamaa2004", "cite": "Lauhamaa (2004)", "citation": "Lauhamaa, P. (2004). Fra undervisning til læring – en studie av organisering av læring i samisk skole på grunnlag av arbeidsmetoder. In V. Hirvonen (Ed.), Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97 (pp. 34–49). ČálliidLágádus.", "year": 2004, "title": "Fra undervisning til læring: en studie av organisering av læring i samisk skole på grunnlag av arbeidsmetoder [Oahpaheamis oahppamii: Sámi skuvlla oahppama organiserema guorahallan bargovugiid vuođul]", "summary": "Observasjonene avdekker en alvorlig situasjon ved skolens hverdag. Selv om det her var tale om tre forskjellige skoler og klassetrinn, så kan man likevel se visse fellestrekk. …", "abstract": "Observasjonene avdekker en alvorlig situasjon ved skolens hverdag. Selv om det her var tale om tre forskjellige skoler og klassetrinn, så kan man likevel se visse fellestrekk. Av disse kan nevnes selve undervisningsmiljøet, organisering av skoledagen og variasjon i opplærings- og læringsmetoder. I det følgende ser jeg nærmere på disse trekkene, også i statistikkform. Denne informasjonen ble innsamlet gjennom spørreskjemaundersøkelsen blant lærerne i 2001.", "abstract_from": "studien", "link": "", "doi": "", "venue": "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97", "main": "Pedagogy & classroom practice", "central": [ "Curriculum & content representation", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Observed" ], "periode": [ "1990-2005" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Ethnographic fieldwork", "Document analysis", "Participants' own texts and work" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers", "School leaders" ], "fag": [ "General" ], "stedstype": [ "Sami core municipality", "Rural inland" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark", "Troms" ], "sprakomrade": [ "(none)" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [ "Teachers", "Students", "School leaders" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "General" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Document analysis", "Ethnographic fieldwork", "Participants' own texts and work" ], "objekt": [ "Class or teaching event" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland", "Sami core municipality" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Lauhamaa, P." ], "institutions": [] }, { "id": "Lauhamaa2009", "cite": "Lauhamaa (2009)", "citation": "Lauhamaa, Pigga 2009: Sámi vuolggasaji nannen oahpahusas – rituálat guovddažis. [English summary: Strengthening Sami Foundations in Instruction.] Sámi dieđalaš áigečála 1–2/2009: 76–89.", "year": 2009, "title": "Sámi vuolggasaji nannen oahpahusas – rituálat guovddažis", "summary": "Samisk tradisjonell læring versus den vestlige verdene skolekultur Samiske ritualer versus den vestlige verdenens ritualer i skolehverdagen, med fokus på samisk tids-, steds- og kunnskapsforståelse.", "abstract": "Samisk tradisjonell læring versus den vestlige verdene skolekultur\n\nSamiske ritualer versus den vestlige verdenens ritualer i skolehverdagen, med fokus på samisk tids-, steds- og kunnskapsforståelse.", "abstract_from": "koding", "link": "", "doi": "", "venue": "", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "(none)" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Observations" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "General" ], "datainnsamling": [ "Observations" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lauhamaa, P." ], "institutions": [] }, { "id": "Lie2003", "cite": "Lie (2003)", "citation": "Lie, K. (2003). Sami Heritage Language Program Models: Balancing Indigenous Traditions and Western Ideologies within the Norwegian Educational System. Scandinavian Studies. (pp. 273–291).", "year": 2003, "title": "Sámi heritage language program models: Balancing indigenous traditions and western ideologies within the Norwegian educational system", "summary": "Sami people of Norway have established heritage language programs in an attempt to revitalize their once dying language. Similar revitalization efforts have been implemented by a number of other indigenous and cultural groups throughout the world as well. …", "abstract": "Sami people of Norway have established heritage language programs in an attempt to revitalize their once dying language. Similar revitalization efforts have been implemented by a number of other indigenous and cultural groups throughout the world as well. While research conducted to illustrate the success of such efforts is limited, evidence suggests that many groups have not been as successful in their attempts to create and maintain successful heritage language programs as the Sami. In an effort to examine these …", "abstract_from": "referanse", "link": "https://www.scopus.com/inward/record.uri?eid=2-s2.0-60950684865&partnerID=40&md5=ba99f6a1fd821f791ed192935e2ce558", "doi": "", "venue": "Scandinavian Studies", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Materials design & use" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami heritage", "Sami L2" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Other" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1", "Sami heritage", "Sami L2" ], "deltakere": [ "Students", "Other" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lie, K." ], "institutions": [] }, { "id": "Lindblom2024", "cite": "Lindblom og Jannok Nutti (2024)", "citation": "Lindblom, A., & Jannok Nutti, Y. (2024). Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway. AlterNative: An International Journal of Indigenous Peoples, 21(1), 130–138. https://doi.org/10.1177/11771801241309817", "year": 2024, "title": "Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway", "summary": "The Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. …", "abstract": "The Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. The aim of this article is to pinpoint critical issues related to special educational support for Sámi children and youth in Norway. Research on this topic is scarce. Research conversations were held in 2022 with 10 Sámi special education teachers. The Sámi special education teachers' narratives reveal how their language proficiency, cultural and subject knowledge, and special educational competencies allow them to bridge the paradigmatic disharmonies and dilemmas in special educational practices in Norway to various extent. To illustrate the results the article presents three scenarios depicting the Sámi special education teacher as a strong instrumentalist bridging between paradigmatic disharmonies; as a frustrated player constantly improvising to find the harmony; or playing an instrument that is not included in the symphony.", "abstract_from": "referanse", "link": "", "doi": "10.1177/11771801241309817", "venue": "AlterNative: An International Journal of Indigenous Peoples", "main": "Support provision & special needs", "central": [ "Teacher competence & professional development", "Support provision & special needs" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Assessment practice & validity", "Materials design & use", "Teacher competence & professional development", "Support provision & special needs", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Unspecified" ], "niva": [ "(nr)" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Provision system" ], "deltakere": [ "Teachers" ], "fag": [ "General" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(nr)" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Unspecified" ], "deltakere": [ "Teachers" ], "niva": [], "laereplan": [], "fag": [ "General" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lindblom, A.", "Jannok Nutti, Y." ], "institutions": [ "Høgskolen i Innlandet", "Sámi allaskuvla" ] }, { "id": "Lindgren2017", "cite": "Lindgren mfl. (2017)", "citation": "Lindgren, E., Westum, A., Outakoski, H., & Sullivan, K. P. H. (2017). Meaning-making across languages: a case study of three multilingual writers in Sápmi. International Journal of Multilingualism, 14(2), 124–143. https://doi.org/10.1080/14790718.2016.1155591", "year": 2017, "title": "Meaning-Making across Languages: A Case Study of Three Multilingual Writers in Sápmi", "summary": "Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. …", "abstract": "Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers' meaning-making in the three languages.", "abstract_from": "referanse", "link": "", "doi": "10.1080/14790718.2016.1155591", "venue": "International Journal of Multilingualism", "main": "Literacy & language proficiency", "central": [ "Literacy & language proficiency" ], "contributes": [ "Learner identity, motivation & wellbeing", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Surveys/Questionnaires", "Participants' own texts and work" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "Sámi language", "(other subjects)" ], "stedstype": [ "Rural inland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Sweden", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Students" ], "niva": [ "Lower secondary (8-10)" ], "laereplan": [], "fag": [ "Sámi language", "English", "Norwegian", "Other" ], "datainnsamling": [ "Participants' own texts and work", "Surveys/Questionnaires" ], "objekt": [ "Pupils or learners" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Sweden", "Finland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lindgren, E.", "Westum, A.", "Outakoski, H.", "Sullivan, K. P. H." ], "institutions": [ "Umeå universitet" ] }, { "id": "LinkolaKeskitalo2015", "cite": "LinkolaKeskitalo (2015)", "citation": "Linkola, Inker-Anni & Keskitalo, Pigga 2015: Sámegiela oinnolašvuohta sámi skuvllas. [English summary: Sámi language visibility in Sámi schools.] – Sámi dieđalaš áigečála 1/2015: 7–28.", "year": 2015, "title": "Synliggjøring av samisk språk i den samiske skolen [Sámegiela oinnolašvuohta sámi skuvllas]", "summary": "Artikkelen tar for seg synlighet og status for samisk språk i skolen. Teksten er basert på etnografiske skolearbeid i Norge. Forskningsresultater tilsier at synligheten av samisk språk bør støttes. …", "abstract": "Artikkelen tar for seg synlighet og status for samisk språk i skolen. Teksten er basert på etnografiske skolearbeid i Norge. Forskningsresultater tilsier at synligheten av samisk språk bør støttes. Synligheten til samisk språk er hindret av at samiske språks stilling i språkområdene ikke er nedfelt i skolens planer. Dagens språkpolitikk i opplæringsinstitusjonene begrenser oppfyllelsen av språklig likeverd. Synliggjøring av samisk språk i skolens språkarenaer vil bidra til å realisere en pluralistisk språkideologi og en minoritetsspråkpolitikk. Samisk språk kan utnyttes i en pluralistisk språkideologi og språkpolitikk som styrker minoritetsspråket. Denne artikkelen fokuserer på synligheten av samisk språk i dagens skoler. Artikkelen presenterer etnografiske undersøkelser utført i samiske grunn- og videregående skoler og i en samisk videregående skole lokalisert i det samiske språkforvaltningsområdet i Norge. Basert på forskningsfunn er det nødvendig å prioritere synligheten av samisk språk i skolene. Synliggjøring av samisk språk hemmes av at status for samisk språk ikke tas opp i læreplanene. Den nåværende språkideologien i utdanningsinstitusjonene er til hinder for samisk språklikhet. Synliggjøring av samisk språk i det språklige landskapet i utdanningssystemet vil fremme en pluralistisk språkideologi og styrke minoritetspolitikk. Samisk språk kan ha nytte av en mer pluralistisk språkideologi og en støttende minoritets språkpolitikk. Artihkal gieđahallá sámegiela oinnolašvuođa ja sajádaga skuvllain. Teaksta vuođđuduvvá etnográfalaš skuvladutkamušaide Norggas. Dutkanbohtosiid vuođul sámegiela oinnolašvuođa galggašii doarjut. Sámegiela oinnolašvuođa hehtte dat, ahte sámegiela sajádat gielladuovdagiin ii leat čállon skuvlla plánaide. Skuvlenásahusaid dálá giellapolitihkka gáržžida gielalaš dásseárvvu ollašuvvama. Sámegiela oinnolašvuohta skuvlla gielladuovdagiin dorjjošii pluralisttalaš giellaideologiija ja vehádatgiela giellapolitihka ollašuvvama. Sámegiella sáhtášii atnit ávkin pluralisttalaš giellaideologiija ja -politihka mat nannejit unnitlogugiela. This article focuses on the visibility of the Sámi language in today’s schools. The article presents ethnographic research carried out in Sámi primary and lower secondary schools and in a Sámi upper secondary school located in the Sámi language administrative region in Norway. Based on research findings it is necessary to prioritize Sámi language visibility in the schools. Sámi language visibility is hindered by the fact that Sámi language status is not addressed in the school plans. The current language ideology in the educational institutions hinders Sámi language equality. Sámi language visibility in the linguistic landscape of the education system will promote a pluralistic language ideology and strengthen minority language policy. The Sámi language could benefit from a more pluralistic language ideology and a supportive minority language policy.", "abstract_from": "referanse", "link": "", "doi": "10.7557/sda.8290", "venue": "", "main": "Language use & vitality", "central": [ "Language use & vitality" ], "contributes": [ "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Materials design & use", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "(cr)" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Ethnographic fieldwork", "Other" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "Other" ], "fag": [ "(na)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "Inside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Students", "Teachers", "Other" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [], "fag": [], "datainnsamling": [ "Interviews", "Ethnographic fieldwork", "Surveys/Questionnaires", "Observations", "Other" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Linkola, I.-A.", "Keskitalo, P." ], "institutions": [] }, { "id": "Lyngsnes2010", "cite": "Lyngsnes (2010)", "citation": "Lyngsnes, K. (2010). LK06S for sørsamisk språkgruppe. In K. J. Solstad (Ed.), Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 75–94). Nordlandsforskning.", "year": 2010, "title": "LK06S for sørsamisk språkgruppe", "summary": "To present how teaching of South Sámi is organised in primary, lower and upper secondary school, the situation for teachers and materials, how LK06S was introduced and how the reform shows in the school day — use of the plan, competence goals, adapted teaching, pupil participation, parent cooperation and distance teaching — and the language situation the teaching takes place in, closing with a discussion of the challenges and solutions of the South Sámi teaching context.", "abstract": "To present how teaching of South Sámi is organised in primary, lower and upper secondary school, the situation for teachers and materials, how LK06S was introduced and how the reform shows in the school day — use of the plan, competence goals, adapted teaching, pupil participation, parent cooperation and distance teaching — and the language situation the teaching takes place in, closing with a discussion of the challenges and solutions of the South Sámi teaching context.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 75–94). Nordlandsforskning", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "South Sami" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "fag": [ "Sámi language" ], "stedstype": [ "Rural inland" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance", "Hybrid" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Nordland", "Trøndelag" ], "sprakomrade": [ "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "lokalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "South Sami" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "deltakere": [ "Teachers", "School leaders", "Students", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "Distance", "Hybrid", "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lyngsnes, K. M." ], "institutions": [] }, { "id": "Lynsnes2013", "cite": "Lyngsnes (2013)", "citation": "Lyngsnes, K. M. (2013). \"I Really Want to Save Our Language\": Facing the Challenge of Revitalising and Maintaining Southern Sami Language through Schooling. International Education Studies, 6(3), 228–239. https://doi.org/10.5539/ies.v6n3p228", "year": 2013, "title": "'I Really Want to Save Our Language': Facing the Challenge of Revitalising and Maintaining Southern Sami Language through Schooling", "summary": "This article is based on a study of Southern Sami language learning in Norway. There are around 600-1000 Southern Sami living widely dispersed over a large territorial area in Norway. As an indigenous people, they have a right to instruction in their own language. …", "abstract": "This article is based on a study of Southern Sami language learning in Norway. There are around 600-1000 Southern Sami living widely dispersed over a large territorial area in Norway. As an indigenous people, they have a right to instruction in their own language. The Southern Sami language however is in danger of extinction. The purpose of this article is to explore how Southern Sami language learning is organised and implemented in school and, whether this training contributes to revitalising and maintaining the language. Data is collected in the contexts of the main Southern Sami language learning schools through qualitative interviews with pupils, teachers, headmasters, and parents. A sociocultural theoretical framework is used to analyse the data. The findings show that Southern Sami language learning in school offers very limited access to a Southern Sami language community due to the small number of pupils and teachers, lack of learning materials and most importantly the overall lack of language arenas for Southern Sami language. Another finding was that enthusiasm and motivation for learning and saving the language was very extensive.", "abstract_from": "referanse", "link": "", "doi": "10.5539/ies.v6n3p228", "venue": "International Education Studies", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Language use & vitality" ], "contributes": [ "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "South Sami" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "fag": [ "Sámi language" ], "stedstype": [ "Rural inland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance", "Hybrid" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "South Sami" ], "elevgruppe": [ "Sami L2", "Sami heritage" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site", "Distance", "Hybrid" ], "sted": [ "Rural inland" ], "sprakomrade": [ "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Lyngsnes, K. M." ], "institutions": [ "Høgskolen i Nord-Trøndelag" ] }, { "id": "Magga2004", "cite": "Magga (2004)", "citation": "Magga, O. H. (2004). Samisk som førstespråk i grunnskolen. In V. Hirvonen (Ed.), Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97 (pp. 50–81). ČálliidLágádus.", "year": 2004, "title": "Samisk som førstespråk i grunnskolen", "summary": "Planens oveiurdnede mål er i tråd med grunnlovsbestemmelsen og samsvarer sannsynligvis også godt med det samiske samfunnets egne forventninger. Planen har et moderne grunnsyn i forståelsen av språkets funksjon og hva språk er. …", "abstract": "Planens oveiurdnede mål er i tråd med grunnlovsbestemmelsen og samsvarer sannsynligvis også godt med det samiske samfunnets egne forventninger. Planen har et moderne grunnsyn i forståelsen av språkets funksjon og hva språk er. \\_\\_.\\_\\_ Målene som er satt opp i planen, tar hensyn til at samisk skal være opplæringsspråk i grunnskolen og målsettingen er da også å styrke kunnskapene i samisk slik at samisk 76 kan brukes som grunnlag for opplæring. Moderne språksyn synes i regelen å danne grunnlag for morsmålsplaner i dag. Språkets ulike dimensjoner er vanligvis vektlagt godt, mens det er desto mindre grammatikkopplæring. Også L97S er formet etter dette mønsteret. Ved sammenligning av L97S med andre førstespråksplaner hersker det ingen tvil om at planens intensjoner er slik de skal være for morsmålsopplæring. Både i innhold og intensjoner er den lik alle andre nordiske morsmålsplaner. Under delmål og arbeidsmåter klarer planen ikke å ta hensyn til samisk språks reelle situasjon i samfunnet. Planen er gjennomgående en gjenspeiling av norskplanen og har den som grunnlag. Dermed glemmer man at samisk må behandles på en annen måte i opplæringssammenheng enn norsk. Spesielt prioritering av opplæring ens innhold må vurderes på en helt annen måte enn for et språk som brukes overalt i samfunnet. Å følge planen for norsk er både en styrke og en svakhet. Styrken er den at den har en vid språkoppfatning og samisk behandles prinsipielt på linje med norsk. Det hever samisk språks status. Svakheten er at samisk språks egen situasjon ikke kommer frem, og ikke er lagt til grunn. I den praktiske hverdagen er dette ikke bra for lærerne og elevene. Dette er både et praktisk og pedagogisk problem som setter lærerne i en vanskelig situasjon. Både mål og arbeidsmåter må vurderes i forhold til samisk språks egen situasjon og man kan ikke late som om samisk og norsk har samme stilling i samfunnet i forhold til bruken og når det gjelder læremidler. Samisk står under sterkt press og taper terreng daglig. Denne realiteten må planen (og undervisningen!) ta mer hensyn til. Mye av den språklige støtten som norskspråklig elever får gratis fra samfunnet, mangler for de samisktalende elevene. Norsk er faktisk en konkurrent til samisk også i skolens eget miljø og til og med i samiskundervisningen, da mye bakgrunnsstoff må hentes fra norskspråklige kilder. …", "abstract_from": "studien", "link": "", "doi": "", "venue": "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement", "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "Before 1997", "L97S" ], "evidens": [ "Documents" ], "periode": [ "1990-2005" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "Before 1997", "L97S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Magga, O. H." ], "institutions": [] }, { "id": "Nordkild2023", "cite": "Nordkild og Hætta (2023)", "citation": "Nordkild, S. I., & Hætta, O. E. (2023). Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education. Journal of Peace Education, 20(2), 176–195. https://doi.org/10.1080/17400201.2023.2206731", "year": 2023, "title": "Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education", "summary": "This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. …", "abstract": "This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing interdisciplinary teaching content related to Sámi traditional knowledge. The findings of this study describe how tenth-grade students taught younger students. The empirical data used in this study originated from students' teaching in lávvues and consisted of audio recordings, field notes, and notes from conversations between the authors. The teaching was carried out at another Sámi school for students of the same age and younger. The organization of the teaching and the teaching itself can be seen as a hybrid of Sámi child rearing and the ordinary teaching occurring in Sámi schools in Norway.", "abstract_from": "referanse", "link": "", "doi": "10.1080/17400201.2023.2206731", "venue": "Journal of Peace Education", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Observations", "Reflective/self-study" ], "objekt": [ "Class or teaching event" ], "deltakere": [ "Students", "Teachers" ], "fag": [ "Mathematics" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark", "Nord-Norge (northern Norway)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "lokalt" ], "reformfase": [ "tilbakeblikk" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Students", "Teachers" ], "niva": [ "Lower secondary (8-10)", "Primary (1-7)" ], "laereplan": [ "LK06", "LK06S" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Observations", "Reflective/self-study" ], "objekt": [ "Class or teaching event" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Nordkild, S. I.", "Hætta, O. E." ], "institutions": [ "Kautokeino kommune", "UiT Norges arktiske universitet" ] }, { "id": "Nutti2023", "cite": "Jannok Nutti (2023)", "citation": "Jannok Nutti, Y. (2023). Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education. In D. B. Hirshberg et al. (Eds.), Education, Equity and Inclusion (pp. 43–60). Springer Polar Sciences. https://doi.org/10.1007/978-3-030-97460-2_4", "year": 2023, "title": "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education", "summary": "Sámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. …", "abstract": "Sámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.", "abstract_from": "referanse", "link": "", "doi": "10.1007/978-3-030-97460-2_4", "venue": "Education, Equity and Inclusion", "main": "Teacher education & pipeline", "central": [ "Teacher education & pipeline" ], "contributes": [ "Curriculum & content representation", "Teacher education & pipeline", "Pedagogy & classroom practice", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Provision system" ], "deltakere": [ "Teacher educators/preservice" ], "fag": [ "(na)" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Other" ], "deltakere": [ "Teacher educators/preservice" ], "niva": [ "Teacher education" ], "laereplan": [], "fag": [], "datainnsamling": [ "Document analysis", "Reflective/self-study" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Jannok Nutti, Y." ], "institutions": [ "Sámi allaskuvla" ] }, { "id": "Nygaard2012", "cite": "Nygaard og Solstad (2013)", "citation": "Nygaard, V. & Solstad, M. (2013). Rettigheter og praksis i samisk opplæring under LK06Samisk. I B. Karseth, J. Møller & P. Aasen (red.), Reformtakter. Om fornyelse og stabilitet i grunnopplæringen (kap. 10, s. 173–190). Universitetsforlaget.", "year": 2013, "title": "Rettigheter og praksis i samisk opplæring under LK06Samisk", "summary": "To ask whether Kunnskapsløftet Samisk delivers the equitable (likeverdig) Sámi school it intends — judging LK06Samisk against the indigenous rights Norway has signed up to, then following the reform's implementation from administrative level down to the classroom, with the emphasis on teaching IN and teaching OF Sámi.", "abstract": "To ask whether Kunnskapsløftet Samisk delivers the equitable (likeverdig) Sámi school it intends — judging LK06Samisk against the indigenous rights Norway has signed up to, then following the reform's implementation from administrative level down to the classroom, with the emphasis on teaching IN and teaching OF Sámi.", "abstract_from": "koding", "link": "", "doi": "", "venue": "B. Karseth, J. Møller & P. Aasen (red.), Reformtakter. Om fornyelse og stabilitet i grunnopplæringen", "main": "Language rights, policy & entitlement", "central": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups", "Surveys/Questionnaires" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Sami core municipality", "Rural inland", "Rural coastal", "City" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Finnmark", "Troms", "Nordland", "Trøndelag" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Surveys/Questionnaires", "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site", "Distance" ], "sted": [ "City", "Rural inland", "Rural coastal", "Sami core municipality" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Nygaard, V.", "Solstad, M." ], "institutions": [] }, { "id": "Nystad2020", "cite": "Nystad mfl. (2020)", "citation": "Nystad, K., Ingstad, B., & Spein, A. R. (2020). How academic experiences and educational aspirations relate to well-being and health among Indigenous Sami youth in Northern Norway: A qualitative approach. Journal of Northern Studies, 14(1), 35–61.", "year": 2020, "title": "How Academic Experiences and Educational Aspirations Relate to Well-Being and Health among Indigenous Sami Youth in Northern Norway: A Qualitative Approach", "summary": "Increasingly, education occupies the lives of Indigenous adolescents worldwide. …", "abstract": "Increasingly, education occupies the lives of Indigenous adolescents worldwide. This qualitative study is part of the project “Circumpolar Indigenous Pathways to Adulthood” (CIPA), where the overall aim was to identify young people’s stressors in five circumpolar sites, and the resilience processes that safeguard transition into adulthood (Allen et al. 2014). The present study explores the everyday lives of young Sami in Northern Norway regarding educational demands and plans, related challenges and stressors and their impact on well-being, health and cultural continuity. Semi-structured interviews were conducted in 2010 (N=22) with reindeer husbandry affiliation (RH: 11) and non-reindeer husbandry affiliation (NRH: 11) adolescents, aged 13–19 (females: 12). School well-being was divided into educational factors (culture-based teaching, e.g. Sami handicraft and outdoor practices), environmental factors (e.g. school canteen) and social factors (e.g. caring teachers), while challenges and stressors were educational (e.g. getting good marks), environmental (e.g. noise) and social (e.g. bullying). Lower secondary school pupils called for more tradition-based teaching. Educational aspirations were highest among females and NRH males. RH males generally planned to continue their traditional lifestyle and showed the strongest place attachment. We also address the maintenance of cultural continuity, which is important for the well-being and health of Indigenous youth.", "abstract_from": "referanse", "link": "", "doi": "10.36368/jns.v14i1.975", "venue": "Journal of Northern Studies", "main": "Learner identity, motivation & wellbeing", "central": [ "Learner identity, motivation & wellbeing" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "(na)" ], "stedstype": [ "Rural inland" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "regionalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "General/Unspecified" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Students" ], "niva": [ "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [], "fag": [], "datainnsamling": [ "Interviews" ], "objekt": [ "Pupils or learners" ], "skole": [ "Inside admin area" ], "undervisningsform": [], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Nystad, K.", "Ingstad, B.", "Spein, A. R." ], "institutions": [] }, { "id": "Olsen2019", "cite": "Olsen (2019)", "citation": "Olsen, T. A. (2019). Sámi issues in Norwegian curricula: A historical overview. In O. Kortekangas, P. Keskitalo, J. Nyyssönen, A. Kotljarchuk, M. Paksuniemi & D. Sjögren (Eds.), Sámi educational history in a comparative international perspective (pp. 125–141). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-24112-4_8", "year": 2019, "title": "Sámi issues in norwegian curricula: A historical overview", "summary": "This article offers an overview of the different national curricula for Early Childhood Education, primary school, and secondary school, focusing on Sámi and indigenous issues, and how this has changed over the years. …", "abstract": "This article offers an overview of the different national curricula for Early Childhood Education, primary school, and secondary school, focusing on Sámi and indigenous issues, and how this has changed over the years. The Norwegian school policy can be seen as having gone from a politics of integration to a politics of recognition. The first is characteristic of the 1974 primary school curriculum, with the idea of the school as an arena for evening out social inequalities. From 1987 on, there is more of a politics of recognition, with its roots in multiculturalism. The current curricula for all levels are, however, more of a return to the politics of integration through their unifying diversity perspective and the claim to include an indigenous perspective for all. In further research and pedagogical development, I argue that there is a need to combine such perspectives and reflections with the growing body of Sámi pedagogy.", "abstract_from": "referanse", "link": "", "doi": "10.1007/978-3-030-24112-4_8", "venue": "Sámi educational history in a comparative international perspective", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Language rights, policy & entitlement" ], "dims": { "rq": [ "Other" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997", "L97", "LK06", "LK20" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "General" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "Before 1997", "L97", "LK06", "LK20" ], "fag": [ "General" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Olsen, T. A." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Outakoski2015", "cite": "Outakoski (2015)", "citation": "Outakoski, Hanna 2015. Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]. – Sámi dieđalaš áigečála 1/2015: 29–59.", "year": 2015, "title": "Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]", "summary": "This article sets out to unravel the contexts of Sámi literacy that are necessarily and unavoidably intertwined with the bilingual and biliterate actuality of the Sámi learners in North Sámi speaking regions of Sápmi in Sweden, Norway and Finland. …", "abstract": "This article sets out to unravel the contexts of Sámi literacy that are necessarily and unavoidably intertwined with the bilingual and biliterate actuality of the Sámi learners in North Sámi speaking regions of Sápmi in Sweden, Norway and Finland. The study presented in this paper is a language sociological cross-sectional case study. Our primary material consists of the 128 questionnaires that were gathered from 9 and 12 year old North Sámi learners and their parents during the school year 2012-2013. We have approached and analysed the questionnaire data using the Hornbergian Continua of Biliteracy theoretical framework as our main conceptual tool. According to our findings Sámi language is often conceived of as being a difficult language to write and having more value when spoken fluently. Such views seems to, in turn, have negative effects on how literacy skills in Sámi are perceived both by the pupils and their parents. Paradoxically, when placed on the scales of the Continua of Biliteracy framework, we see that the literacy context of many young Sámi learners of today is limited to the literary realm of school, and to literate rather than oral contexts. Our findings further implicate that there are substantial interregional differences in the state of Sámi literacy that are due to as well ideological as practical factors that arise in this complex bi- and multilingual context. Although some regions are coping better with reaching balanced biliteracy and good Sámi litercy skills among Sámi learners, Sámi literacy practices everywhere are in need of special attention and focused measures so that they can withstand the pressures that in the present cause considerable lack of balance in many Sámi learners biliteracy scales.", "abstract_from": "referanse", "link": "https://site.uit.no/aigecala/files/2016/04/SDA-1-2015-outakoski.pdf", "doi": "", "venue": "", "main": "Literacy & language proficiency", "central": [ "Language use & vitality", "Literacy & language proficiency" ], "contributes": [ "Pedagogy & classroom practice", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students", "Teachers", "Parents/guardians" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ], "design": [ "Mixed methods" ], "land": [ "Norway", "Sweden", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "deltakere": [ "Students", "Parents/guardians", "Teachers" ], "niva": [ "Primary (1-7)" ], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Surveys/Questionnaires", "Interviews" ], "objekt": [ "Pupils or learners" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Sweden", "Finland" ], "dokument": [ "Journal article" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Outakoski, H." ], "institutions": [] }, { "id": "Outakoski2022", "cite": "Outakoski (2022)", "citation": "Outakoski, H. (2022). It may be invisible to you but it still affects us: Extending the comprehensive view on language and writing. In T. A. Olsen & H. Sollid (Eds.), Indigenising Education and Citizenship: Perspectives on Policies and Practices From Sápmi and Beyond (Ch. 10, pp. 213–236). Scandinavian University Press. https://doi.org/10.18261/9788215053417-2022-12", "year": 2022, "title": "It may be invisible for you but it still affects us: Extending the comprehensive view on language and writing", "summary": "Sámi education is a shared, and simultaneously divided, enterprise of four nation states. Sámi writing instruction is also influenced by the writing didactics of the majority languages. …", "abstract": "Sámi education is a shared, and simultaneously divided, enterprise of four nation states. Sámi writing instruction is also influenced by the writing didactics of the majority languages. This chapter investigates the appropriateness of one non-Indigenous model for writing instruction in the North Sámi context. This chapter suggests that although the model can to a large extent describe many discourses for the Indigenous Sámi context, there is a need to expand the layers of the model.", "abstract_from": "referanse", "link": "", "doi": "10.18261/9788215053417-2022-12", "venue": "Indigenising Education and Citizenship: Perspectives on Policies and Practices From Sápmi and Beyond", "main": "Pedagogy & classroom practice", "central": [ "Pedagogy & classroom practice", "Literacy & language proficiency" ], "contributes": [ "Assessment practice & validity", "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Other" ], "niva": [ "Teacher education", "Compulsory (1-10)" ], "laereplan": [ "(cr)" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Ethnographic fieldwork" ], "objekt": [ "Provision system" ], "deltakere": [ "Teachers", "Teacher educators/preservice" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Sweden", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Other" ], "deltakere": [ "Teachers", "Teacher educators/preservice" ], "niva": [ "Teacher education", "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Observations", "Interviews", "Surveys/Questionnaires", "Ethnographic fieldwork" ], "objekt": [ "Provision system" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [], "land": [ "Norway", "Sweden", "Finland" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Outakoski, H." ], "institutions": [] }, { "id": "Ozerk2012", "cite": "Ozerk og Whitehead (2012)", "citation": "Ozerk, K., & Whitehead, D. (2012). The impact of national standards assessment in New Zealand, and national testing protocols in Norway on indigenous schooling. International Electronic Journal of Elementary Education, 4(3), 545–561.", "year": 2012, "title": "The Impact of National Standards Assessment in New Zealand, and National Testing Protocols in Norway on Indigenous Schooling", "summary": "This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. …", "abstract": "This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two assessment regimes on indigenous Mãori and Sámi -medium schools in the context of historic policies of marginalisation and assimilation. Finally, it notes the crucial role of each national government in securing funding for the production of culturally responsive National Standards and National Testing in the effort of both indigenous groups to protect their languages and cultures.", "abstract_from": "referanse", "link": "https://research.ebsco.com/plink/d1a7b6ef-6f0a-38ba-893c-ebabc1a24d59", "doi": "", "venue": "International Electronic Journal of Elementary Education", "main": "Assessment practice & validity", "central": [ "Language rights, policy & entitlement", "Assessment practice & validity" ], "contributes": [ "Language rights, policy & entitlement", "Assessment practice & validity" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Document analysis", "Reflective/self-study" ], "objekt": [ "Learning material or assessment" ], "deltakere": [ "School leaders" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "School leaders" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK06", "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis", "Interviews", "Reflective/self-study" ], "objekt": [ "Learning material or assessment" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Øzerk, K.", "Whitehead, D." ], "institutions": [] }, { "id": "ParfaKoskinen2024", "cite": "Parfa Koskinen (2024)", "citation": "Parfa Koskinen, K. (2024). “Since you live in two worlds, it is not always easy to tell them apart”: Double perspectives in online Sámi language education. Speki. Nordic Philosophy and Education Review, 1(2), 171–184. https://doi.org/10.5617/speki.11463", "year": 2024, "title": "\"Since you live in two worlds, it is not always easy to tell them apart\": double perspectives in online Sámi language education", "summary": "Online Sámi language education experiences a booming interest, not least as large groups of Sámi live in diasporic communities outside the traditional area of Sápmi where Sámi language teachers are hard to find. …", "abstract": "Online Sámi language education experiences a booming interest, not least as large groups of Sámi live in diasporic communities outside the traditional area of Sápmi where Sámi language teachers are hard to find. Therefore, for many, online education is the only available educational option. From a philosophical perspective, this paper aims to contribute knowledge about online Sámi language education contextualised to the Swedish and Norwegian side of Sápmi. Information from conversations with six online 1-9 Sámi language teachers revealed that they operate within a colonial matrix underpinned by dominant perspectives expressed through legislation, policies, financial incentives etc. Within the matrix, teachers work hard at counteracting colonial consequences, such as pupils with a wide array of pre-knowledge leading to conflicting expectations, and a disconnection to land, animals and people. One consequence might also be embodied colonialism manifesting in different ways. The teachers’ work of applying Sámi philosophical and pedagogical perspectives is done with hardly any outside support and poor financial resources to the best of their ability. There is a need to digitally transform the practice to, amongst other reasons, counteract potential spatial limitations, as teachers need support structures to make the most of the epistemic space created through this mode of education. If Sweden and Norway continue to frame online education within the compulsory school system as a second-best option that should be avoided, if possible, it is unlikely that enough resources will be allocated without political pressure.", "abstract_from": "referanse", "link": "", "doi": "10.5617/speki.11463", "venue": "Speki. Nordic Philosophy and Education Review", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision", "Pedagogy & classroom practice" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "deltakere": [ "Teachers" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Sweden" ], "undervisningsform": [ "Distance" ], "skoleplassering": [ "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "deltakere": [ "Teachers" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews" ], "objekt": [ "Teachers, educators or practitioners" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "Distance" ], "sted": [], "sprakomrade": [], "land": [ "Norway", "Sweden" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Parfa Koskinen, K." ], "institutions": [ "Umeå universitet" ] }, { "id": "Rasmussen2013", "cite": "Rasmussen (2013)", "citation": "Torkel Rasmussen (2013). Go ealáska, de lea váttis dápmat : Davvisámegiela etnolingvisttalaš čeavzinnávccaid guorahallan guovtti gránnjágielddas Deanus ja Ohcejogas 2000-logu álggus. PhD UiT Universitetet i Tromsø.", "year": 2013, "title": "Go ealáska, de lea váttis dápmat: Davvisámegiela etnolingvisttalaš čeavzinnávccaid guorahallan guovtti gránnjágielddas Deanus ja Ohcejogas 2000-logu álggus", "summary": "Dán giellasosiologalaš dutkamušas guorahalan davvisámegiela etnolingvisttalaš ceavzinnávccaid guovtti gránnjágielddas; Deanus Norgga bealde ja Ohcejogas Suoma bealde. …", "abstract": "Dán giellasosiologalaš dutkamušas guorahalan davvisámegiela etnolingvisttalaš ceavzinnávccaid guovtti gránnjágielddas; Deanus Norgga bealde ja Ohcejogas Suoma bealde. Mákrodásis, mesodásis, sámi servodatdásis ja mikrodásis dutkojuvvojit áššáigullevaš bealit mat ovttas hábmejit sámegiela ceavzinnávccaid dán guovtti gielddas. Erenoamáš fuopmášumi bijan dasa, mo mákrodási nuppástusat váikkuhit mikrodási sámegiela geavaheapmái sámegiela ealáskahttináigodagas mii álggii 1990-logu álggus. Dutkamušas geavahan dokumeantaanaliissa, jearahallanskovi, áiccademiid, áššejearahallamiid ja kvalitatiiva dutkanjearahallamiid. Dokumeantaanaliisa ja áššejearahallamat leat deháleamos metodat mákrodási, sámi servodatdási ja mesodási dutkamis. Gažadanskovi lean geavahan guorahallat 10-16-jahkásaččaid giellamáhtu, giellageavaheami, gielalaš historjjá, gielalaš doaladumiid ja etnihkalaš etnisitehta. Dát dutkamuš lea veahkadatguorahallan, mas leat fárus gaskacehkiid ja nuoraidcehkiid/gaska- ja badjedási oahppit gávcci skuvllas Deanu ja Ohcejoga gielddas. Oktiibuot 193 oahppi dahjege 71 proseantta gielddaid skuvllaid oahppiin oassálastet dán veahkadatguorahallamii. Bohtosiid geavahan analyseret sámegiela ceavzinnávccaid mesodásis ja mikrodásis. 12 bearraša leat fas fárus kvalitatiiva dutkanjearahallamiin. Das guorahalan váhnemiid sámegiela oččodeami, sámegiela lingvisttalaš oktavuođaid individuála fierpmádagaid ja dáid fierpmádagaid rolla sámegiela sirdáseames mánáide. Guovddáš gažaldat lea maid, mo váhnemat árvvoštallet sámegiela ceavzinnávccaid ja mo sin mielas ođđa sámepolitihkka lea čađahuvvon ruovttugielddas. 1 Mu bargoskibir Sámi allaskuvllas Mikkel Nils Sara dajai dán cealkaga ovdamearkan mo sátni ealáska geavahuvvo árbevirolaš sámegielas. Dálá áiggis sátni geavahuvvo maid giela oktavuođas ja bajilčála govvida dan ahte lea váttis diehtit man guvlui ealáskahttinproseassa manná go lea álggahuvvon. Dutkamušas boahtá ovdan ahte sámegiela giellamolsun dárogillii ja suomagillii lea dáhpáhuvvan dutkanguovllus, muhto giellamolsun lea dál measta bisánan dan láhkai, ahte eanaš sámegielat váhnemat sámástit mánáideasetguin. Sámegiela giellamolsuma jorgaleapmi dáhpáhuvvá maid dan láhkai, ahte muhtimat giellamolsuma vásihan sápmelaččain leat oahppan sámegiela ja/dahje sin mánát máhttet sámástit. Eanaš sámemánát eai dattetge oahpa sámegiela nu bures ahte šaddet aktiiva hállin, jos ii leat sámegielat váhnen guhte sámásta singuin ruovttus. …", "abstract_from": "studien", "link": "", "doi": "", "venue": "", "main": "Language use & vitality", "central": [ "Organisation & delivery of provision", "Language use & vitality" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Pedagogy & classroom practice", "Learner identity, motivation & wellbeing", "Language use & vitality", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage", "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S", "LK06S" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Ethnographic fieldwork", "Document analysis" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students", "Parents/guardians" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Rural inland" ], "dokument": [ "PhD thesis" ], "publspraak": [ "North Sami" ], "design": [ "Mixed methods" ], "land": [ "Norway", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage", "Non-Sami pupils" ], "deltakere": [ "Students", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S", "LK06S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Observations", "Document analysis", "Ethnographic fieldwork" ], "objekt": [ "Pupils or learners" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Rural inland" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Finland" ], "dokument": [ "PhD thesis" ], "publspraak": [ "North Sami" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Rasmussen, T." ], "institutions": [] }, { "id": "Rasmussen2015", "cite": "Rasmussen (2015)", "citation": "Rasmussen, T. (2015). Samisk språk i grunnskolen og videregående opplæring. In Sámi logut muitalit 8 / Samiske tall forteller 8: Kommentert samisk statistikk 2015 (Raporta/Rapport 1/2015, kap. 2, pp. 17–41). Guovdageaidnu: Sámi allaskuvla.", "year": 2015, "title": "Samisk språk i grunnskolen og videregående opplæring [Sámegiella vuođđoskuvllas ja joatkkaoahpahusas]", "summary": "Faget Samisk som andrespråk i grunnskolen har hatt en betydelig nedgang etter skoleåret 2005/06. Artikkelen viser at nedgangen kan ha stoppet opp og stabilisert seg på et lavere nivå enn tidligere. Tilbakegangen for Sørsamisk andrespråk er likevel bekymringsfull. …", "abstract": "Faget Samisk som andrespråk i grunnskolen har hatt en betydelig nedgang etter skoleåret 2005/06. Artikkelen viser at nedgangen kan ha stoppet opp og stabilisert seg på et lavere nivå enn tidligere. Tilbakegangen for Sørsamisk andrespråk er likevel bekymringsfull. Det er også registrerte en større tilbakegang for faget Samisk førstespråk. Det gjøres spesielt oppmerksom på det skillet som har oppstått mellom elever som mottar opplæring i Samisk førstespråk og antall elever som har samisk som opplæringsspråk. Det blir stadig flere elever som mottar opplæring i Samisk førstespråk uten å ha opplæring i andre fag i grunnskolen på samisk. Tall for dekningsgraden av læremidler for opplæring på samisk, viser at situasjonen har blitt en del bedre de siste fire år. Men spesielt for lule- og sørsamisk må situasjonen fortsatt betegnes som kritisk ettersom elevene mangler læremidler i de fleste fag i grunnskolen. En gjennomgang av Fylkesmannsembetenes tilsynsrapporter fra tilsyn med samiskopplæringa viser lovbrudd ved alle tilsyn i Nordland og Oslo/Akershus. I Finnmark er alle tilsynsrapportene udelt positive. Det har ikke vært gjennomført tilsyn med samiskopplæringa i andre fylker.", "abstract_from": "referanse", "link": "", "doi": "", "venue": "Sámi logut muitalit 8 / Samiske tall forteller 8: Kommentert samisk statistikk 2015 (Raporta/Rapport 1/2015, kap. 2, pp. 17–41). Guovdageaidnu: Sámi allaskuvla", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Materials design & use" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "(none)" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Quantitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "Teaching under the Sami curriculum" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site", "Distance" ], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Quantitative" ], "authors": [ "Rasmussen, T." ], "institutions": [] }, { "id": "Sara2025", "cite": "Sara mfl. (2025)", "citation": "Sara, L. M. E., Äärelä-Vihriälä, R., & Føreland, L. R. (2025). Building Indigenous Futures with Minecraft: A Sámi Educational Perspective. Journal on Ethnopolitics and Minority Issues in Europe, 24(3), 118–143.", "year": 2025, "title": "Building Indigenous Futures with Minecraft: A Sámi Educational Perspective", "summary": "Throughout the 21st century, digital gaming environments have been widely used in Nordic education to engage students, deepen learning across subjects, foster social skills, and promote 21st-century digital literacy. …", "abstract": "Throughout the 21st century, digital gaming environments have been widely used in Nordic education to engage students, deepen learning across subjects, foster social skills, and promote 21st-century digital literacy. In Sámi education, however, the use of digital games is primarily constrained by the limited availability of games in the Sámi languages, Sámi-specific content in existing games, and the usability of these games in Sámi language education. Teachers also require training in the use of digital learning games in Sámi education. In Sámi education, teachers not only need technical proficiency but also the ability to utilise technology to pass on traditional knowledge and language, embedded in Sámi culture, to future generations. This article discusses experiences with the use of Minecraft in Sámi education and the teaching of Sámi content within Norwegian education. The authors have taught the use of Minecraft in both Sámi and Norwegian teacher education and have developed content specifically for this purpose based on Sámi educational values. The first author has translated Minecraft into Northern Sámi. The article takes a narrative approach, discussing how Minecraft is suited for teaching Sámi content and language, and which pedagogical approaches can be considered when using Minecraft in education.", "abstract_from": "referanse", "link": "", "doi": "10.53779/LEMA0808", "venue": "Journal on Ethnopolitics and Minority Issues in Europe", "main": "Materials design & use", "central": [ "Pedagogy & classroom practice", "Materials design & use" ], "contributes": [ "Curriculum & content representation", "Teacher education & pipeline", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified", "Other" ], "niva": [ "Teacher education" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Reflective/self-study" ], "objekt": [ "Project or intervention" ], "deltakere": [ "Teacher educators/preservice" ], "fag": [ "(na)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "Teaching of the Sami language" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified", "Other" ], "deltakere": [ "Teacher educators/preservice" ], "niva": [ "Teacher education" ], "laereplan": [], "fag": [], "datainnsamling": [ "Reflective/self-study" ], "objekt": [ "Project or intervention" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Sara, L. M. E.", "Äärelä-Vihriälä, R.", "Føreland, L. R." ], "institutions": [ "Lapplands universitet", "Sámi allaskuvla", "Universitetet i Agder" ] }, { "id": "Sem2022", "cite": "Sem og Kolberg (2022)", "citation": "Sem, L. & Kolberg, A. (2022). «Samiskheit» i kunnskapsløftet 2020: Ei diskursanalytisk lesing av fagfornyinga. Nordic Studies in Education, 42(3), 233–248. https://doi.org/10.23865/nse.v42.3527", "year": 2022, "title": "«samiskheit» i Kunnskapsløftet 2020: Ei diskursanalytisk lesing av Fagfornyinga", "summary": "What idea of «Saaminess» is presented and produced by the current Saami and non-Saami national curricula of the Norwegian primary school? …", "abstract": "What idea of «Saaminess» is presented and produced by the current Saami and non-Saami national curricula of the Norwegian primary school? Our discourse analysis focussing on the interpellation of pupils shows that the two curricula express different attitudes towards Saaminess, and indeed to education. Saami pupils are interpellated primarily into recognizing and strengthening their Saami identity, and less to be critically inclined and independent-minded. In contrast the non-Saami curriculum focus on disciplinary skills, and has critical method as its fundament. Both curricula may be understood as initiations to dogmatic communities of ideology. We conclude that all teachers should read both plans within their fields, as each complement the other.", "abstract_from": "referanse", "link": "", "doi": "10.23865/nse.v42.3527", "venue": "Nordic Studies in Education", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation" ], "contributes": [ "Curriculum & content representation", "Learner identity, motivation & wellbeing" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "(none)" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20", "LK20S" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "deltakere": [ "(none)" ], "fag": [ "(other subjects)" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "LK20", "LK20S" ], "fag": [ "Religion/ethics (KRLE)", "Arts & crafts", "Duodji" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Curriculum or policy text" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Sem, L.", "Kolberg, A." ], "institutions": [ "Nord universitet" ] }, { "id": "Sollid2019", "cite": "Sollid og Olsen (2019)", "citation": "Sollid, H., & Olsen, T. (2019). Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi. Junctures: The Journal for Thematic Dialogue, 20, 29–42. https://doi.org/10.34074/junc.20029", "year": 2019, "title": "Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi", "summary": "The Sámi curriculum, which has been revised in subsequent curriculum reforms, is for use by schools in Sámi municipalities - or, more accurately, municipalities that have decided that they identify as a Sámi municipality. …", "abstract": "The Sámi curriculum, which has been revised in subsequent curriculum reforms, is for use by schools in Sámi municipalities - or, more accurately, municipalities that have decided that they identify as a Sámi municipality. For Gáivoutna-Kåfjord- Kaivuono and other municipalities following the Sámi curriculum, an additional authority stands behind national educational standards: the Sámi curriculum is devised and authorised both by the government and by the Sámi parliament. In recent decades, these schools have moved through an era of decolonisation and recognition of Sámi students in mainstream schools to being defined as Sámi schools following a Sámi curriculum. The Sámi used in 38 Junctures 20, December 2019 the curriculum and in textbooks is mainly the (North) Sámi language used in the core, inland Sámi areas.", "abstract_from": "referanse", "link": "", "doi": "10.34074/junc.20029", "venue": "Junctures: The Journal for Thematic Dialogue", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "niva": [ "(nr)" ], "laereplan": [ "L97S" ], "evidens": [ "Observed" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Ethnographic fieldwork", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "School leaders" ], "fag": [ "General" ], "stedstype": [ "Rural coastal" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(nr)" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Troms" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "lokalt" ], "reformfase": [ "tilbakeblikk" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "deltakere": [ "School leaders" ], "niva": [], "laereplan": [ "L97S" ], "fag": [ "General" ], "datainnsamling": [ "Ethnographic fieldwork", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [], "sted": [ "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Sollid, H.", "Olsen, T. A." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Sollid2024", "cite": "Sollid (2023)", "citation": "Sollid, H. (2023). “Det er kult å lære samisk” – om investering og affekt i samisk språkutdanningspolitikk. Målbryting, 14, 53–73. https://doi.org/10.7557/17.7239", "year": 2023, "title": "Det er kult å lære samisk", "summary": "Gjennom offisiell språkpolitikk har skolen i Norge fått en viktig rolle i prosessen med å revitalisere og ta tilbake samiske språk. …", "abstract": "Gjennom offisiell språkpolitikk har skolen i Norge fått en viktig rolle i prosessen med å revitalisere og ta tilbake samiske språk. Tema i denne artikkelen er samisk språkutdanningspolitikk og skolen som språklæringsarena for barn og unge utenfor forvaltningsområdet for samisk språk som ønsker å lære samisk, men som har liten tilgang til språket i familien eller i lokalsamfunnet. Målet er å gå i dybden på en elevs erfaringer med å velge og velge bort samisk som fag på skolen i disse omstendighetene. Eleven, som jeg kaller Sunniva, hadde nordsamisk som andrespråk i fem år på grunnskolen, og i analysen ser jeg nærmere på hva som gjorde hennes valg om å få opplæring i samisk ønskelig og mulig, og etter hvert også vanskelig. Forskningsspørsmålet er hvilke sosiale og historiske diskurser som sirkulerer i Sunnivas valg om å lære samisk på skolen og seinere velge bort samisk som skolefag. Datainnsamling og analyse av hennes språkutdanningsvalg er gjort innenfor ramma av neksusanalyse, og sentrale teoretiske perspektiv er i tillegg investering og affekt. Analysen viser at til tross for at Sunniva ville investere i å lære samisk på skolen, skaper forhold rundt opplæringa negative opplevelser, og hun velger til slutt å slutte med samiskopplæring. Det er særlig organisatoriske forhold som skaper affektive reaksjoner, og disse forholdene viser i neste omgang hvordan samiskfaget er merka av fornorskingspolitikken.", "abstract_from": "referanse", "link": "", "doi": "10.7557/17.7239", "venue": "Målbryting", "main": "Learner identity, motivation & wellbeing", "central": [ "Organisation & delivery of provision", "Learner identity, motivation & wellbeing" ], "contributes": [ "Organisation & delivery of provision", "Language rights, policy & entitlement", "Materials design & use", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "(nr)" ], "evidens": [ "Observed" ], "periode": [ "2020-2026" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "Sámi language" ], "stedstype": [ "City" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Outside admin area" ], "region": [ "Troms" ], "sprakomrade": [ "(none)" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "L2" ], "skala": [ "lokalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami heritage", "Sami L2" ], "deltakere": [ "Students" ], "niva": [ "Primary (1-7)" ], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Interviews", "Observations", "Ethnographic fieldwork" ], "objekt": [ "Pupils or learners" ], "skole": [ "Outside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "City" ], "sprakomrade": [], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Sollid, H." ], "institutions": [ "UiT Norges arktiske universitet" ] }, { "id": "Solstad2010", "cite": "Solstad (2010)", "citation": "Solstad, M. (2010). LK06S for lulesamisk språkgruppe. In K. J. Solstad (Ed.), Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 52–74). Nordlandsforskning.", "year": 2010, "title": "LK06S for lulesamisk språkgruppe", "summary": "To describe how Sámi teaching is organised for Lule Sámi pupils and the teacher and materials situation, to analyse how teachers and rectors experienced the introduction of Kunnskapsløftet Samisk and how the new plan affects the school day, to weigh the materials situation against the plan's realisation, to see how adapted teaching and pupil and parent participation are worked with, to report pupils' and parents' experience of distance teaching, and to discuss how the language situation interacts with the chance of an equitable schooling under LK06S.", "abstract": "To describe how Sámi teaching is organised for Lule Sámi pupils and the teacher and materials situation, to analyse how teachers and rectors experienced the introduction of Kunnskapsløftet Samisk and how the new plan affects the school day, to weigh the materials situation against the plan's realisation, to see how adapted teaching and pupil and parent participation are worked with, to report pupils' and parents' experience of distance teaching, and to discuss how the language situation interacts with the chance of an equitable schooling under LK06S.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Fra plan til praksis: Erfaringer med Kunnskapsløftet Samisk (LK06S) (NF-rapport 6/2010, pp. 52–74). Nordlandsforskning", "main": "Curriculum & content representation", "central": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision", "Language rights, policy & entitlement", "Assessment practice & validity", "Pedagogy & classroom practice", "Materials design & use", "Teacher competence & professional development", "Learner identity, motivation & wellbeing", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "Lule Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage", "Non-Sami pupils" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06", "LK06S" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "deltakere": [ "Students", "Teachers", "School leaders", "Parents/guardians" ], "fag": [ "Sámi language", "General" ], "stedstype": [ "Rural coastal", "City" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "On-site", "Distance" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "Nordland" ], "sprakomrade": [ "Lule Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "begge" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "lokalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "Lule Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Sami heritage", "Non-Sami pupils" ], "deltakere": [ "Teachers", "School leaders", "Students", "Parents/guardians" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S", "LK06" ], "fag": [ "Sámi language", "General" ], "datainnsamling": [ "Interviews", "Focus groups" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [ "On-site", "Distance" ], "sted": [ "Rural coastal", "City" ], "sprakomrade": [ "Lule Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Solstad, M." ], "institutions": [] }, { "id": "Sullivan2019", "cite": "Sullivan mfl. (2019)", "citation": "Sullivan, K. P. H., Belancic, K., Lindgren, E., Outakoski, H., & Vinka, M. (2019). The global in the local: Young multilingual language learners write in North Sámi (Finland, Norway, Sweden). In A. Sherris & J. K. Peyton (Eds.), Teaching writing to children in Indigenous languages: Instructional practices from global contexts (pp. 235–253). Routledge.", "year": 2019, "title": "The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden)", "summary": "Contemporary globalization trends might be a threat to Indigenous language revitalization efforts, or might act as catalysts that stimulate interest in learning and writing in Indigenous languages. …", "abstract": "Contemporary globalization trends might be a threat to Indigenous language revitalization efforts, or might act as catalysts that stimulate interest in learning and writing in Indigenous languages. This chapter presents a snapshot case study of young multilingual writers of North Sámi and considers the interaction of supercomplexity and the super dimensions of Sápmi on North Sámi literacy. Using illustrations taken from 126 young writers' narratives texts collected from 12 schools across the North Sámi speaking area of Sápmi in Finland, Norway, and Sweden, this chapter discusses how these young writers express in written North Sámi what they do in their lives, their understandings of their identities, and how these reflect the global and the local dimensions that they engage in on a daily basis. Based on our analysis, together with earlier research, we argue that young writers have the literacy skills necessary for meaning making, but that more possibilities for exposure to North Sámi are required, coupled with structural support from policy makers, society generally, and education opportunities, to raise the linguistics competencies for more nuanced North Sámi writing.", "abstract_from": "referanse", "link": "https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161660", "doi": "", "venue": "Teaching writing to children in Indigenous languages: Instructional practices from global contexts", "main": "Literacy & language proficiency", "central": [ "Learner identity, motivation & wellbeing", "Literacy & language proficiency" ], "contributes": [ "Learner identity, motivation & wellbeing", "Literacy & language proficiency" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified" ], "niva": [ "(nr)" ], "laereplan": [ "(cr)" ], "evidens": [ "Reported" ], "periode": [ "2006-2019" ], "gruppering": [ "Elevene og språket" ], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Pupils or learners" ], "deltakere": [ "Students" ], "fag": [ "Sámi language" ], "stedstype": [ "(none)" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway", "Sweden", "Finland" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "(nr)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "personer" ], "datagrunnlag": [ "personer" ], "laereplantype": [ "(none)" ], "elevgruppe_samlet": [ "uspesifisert" ], "skala": [ "nasjonalt" ], "reformfase": [ "(none)" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Unspecified" ], "deltakere": [ "Students" ], "niva": [], "laereplan": [], "fag": [ "Sámi language" ], "datainnsamling": [ "Participants' own texts and work" ], "objekt": [ "Pupils or learners" ], "skole": [], "undervisningsform": [ "On-site" ], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway", "Sweden", "Finland" ], "dokument": [ "Book chapter" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Sullivan, K. P. H.", "Belancic, K.", "Lindgren, E.", "Outakoski, H.", "Vinka, M." ], "institutions": [] }, { "id": "Tamiru2024", "cite": "Gebremichael (2024)", "citation": "Gebremichael, A. T. (2024). The relevance of mathematics textbook tasks to indigenous cultural context. Prometeica - Revista de Filosofía y Ciencias, 31, 478–487. https://doi.org/10.34024/prometeica.2024.31.16463", "year": 2024, "title": "THE RELEVANCE OF MATHEMATICS TEXTBOOK TASKS TO INDIGENOUS CULTURAL CONTEXT", "summary": "This paper reports about a study, which examines the mathematics textbooks used by the schools in the Sámi area of Norway. The Sámi are Indigenous people of Norway and neighboring countries (Finland, Russia and Sweden). …", "abstract": "This paper reports about a study, which examines the mathematics textbooks used by the schools in the Sámi area of Norway. The Sámi are Indigenous people of Norway and neighboring countries (Finland, Russia and Sweden). Handcraft and reindeer herding are prevalent activities in Sámi culture. Drawing on the theory of didactical phenomenology, the study examines the relevance of textbook tasks to the cultural background of Indigenous children. Document analysis was used to extract and analyze the data from the old and new textbooks. The results indicate that the tasks in the old textbook are hardly relevant to Sámi culture. Though the old textbook had tasks, which could be adopted, the topic containing such tasks is no longer available in the new textbook. The adoption of such tasks could have helped to achieve the goal set in the new curriculum about teaching Sámi history and culture to all Norwegian children. It could also have helped to achieve another goal, which is about interdisciplinarity, because the tasks are about timeline in Norwegian history. The study has implications. In addition to using the tasks in the already available studies about the Sámi, we need more studies about designing tasks which utilize the Sámi cultural context. Additionally, adopting tasks, which use Indigenous contexts similar to the Sámi context, should also be considered instead of a mere translation of the mandated textbook into the Indigenous language. Another option is, consistent with earlier studies, designing a separate textbook for the Indigenous children based on their culture.", "abstract_from": "referanse", "link": "", "doi": "10.34024/prometeica.2024.31.16463", "venue": "Prometeica - Revista de Filosofía y Ciencias", "main": "Materials design & use", "central": [ "Materials design & use" ], "contributes": [ "Curriculum & content representation", "Pedagogy & classroom practice", "Materials design & use" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "LK20" ], "evidens": [ "Documents" ], "periode": [ "2020-2026" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Learning material or assessment" ], "deltakere": [ "(none)" ], "fag": [ "Mathematics" ], "stedstype": [ "(none)" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ], "design": [ "Qualitative" ], "land": [ "Norway" ], "undervisningsform": [ "(na)" ], "skoleplassering": [ "(na)" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "praksis" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "nasjonalt" ], "elevgruppe_samlet": [ "nonsami" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Non-Sami pupils", "Unspecified" ], "deltakere": [], "niva": [ "Primary (1-7)" ], "laereplan": [ "LK20" ], "fag": [ "Mathematics" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Learning material or assessment" ], "skole": [], "undervisningsform": [], "sted": [], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Journal article" ], "publspraak": [ "English" ] }, "paradigm": [ "Qualitative" ], "authors": [ "Gebremichael, A. T." ], "institutions": [ "Sámi allaskuvla" ] }, { "id": "Todal2009", "cite": "Todal (2009)", "citation": "Todal, J. (2009). Samisk språk i barnehage og skule. I E. G. Broderstad, M. Brustad, J. A. Kalstad, P. I. Severeide & J. Todal (red.), Sámi logut muitalit 2 / Samiske tall forteller 2: Kommentert samisk statistikk 2009 (Rapport 1/2009, kap. 4, s. 115–134). Sámi allaskuvla.", "year": 2009, "title": "Samisk språk i barnehage og skule [Sámegiella mánáidgárddis ja skuvllas]", "summary": "I dei tre åra frå 2006 til 2009 gjekk talet på grunnskuleelevar med opplæring i Samisk som andrespråk ned med 593 elevar. Det vil seia at faget har mist 29 % av elevane sine dei tre siste åra. I den same perioden gjekk talet på samiske barnehagar ned frå 67 til 60. …", "abstract": "I dei tre åra frå 2006 til 2009 gjekk talet på grunnskuleelevar med opplæring i Samisk som andrespråk ned med 593 elevar. Det vil seia at faget har mist 29 % av elevane sine dei tre siste åra. I den same perioden gjekk talet på samiske barnehagar ned frå 67 til 60. Det samla talet på born som er i samiskspråklege barnehagetilbod, gjekk òg noko ned, medan talet på grunnskuleelevar med Samisk som førstespråk heldt seg relativt stabilt i perioden.", "abstract_from": "studien", "link": "", "doi": "", "venue": "E. G. Broderstad, M. Brustad, J. A. Kalstad, P. I. Severeide & J. Todal (red.), Sámi logut muitalit 2 / Samiske tall forteller 2: Kommentert samisk statistikk 2009 (Rapport 1/2009, kap. 4, s. 115–134). Sámi allaskuvla", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Organisation & delivery of provision", "Language use & vitality" ], "dims": { "rq": [ "Teaching under the Sami curriculum", "Teaching of the Sami language" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Other" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language" ], "stedstype": [ "Sami core municipality", "Town", "City" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Quantitative" ], "land": [ "Norway" ], "undervisningsform": [ "(nr)" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "innforing" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Other" ], "deltakere": [], "niva": [ "Primary (1-7)", "Lower secondary (8-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [], "sted": [ "City", "Town", "Sami core municipality" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Quantitative" ], "authors": [ "Todal, J." ], "institutions": [] }, { "id": "Todal2011", "cite": "Todal (2011)", "citation": "Todal, J. (2011). Alvorleg nedgang for faget samisk som andrespråk. In Sámi logut muitalit 4 / Samiske tall forteller 4: Kommentert samisk statistikk 2011 (chapter 2). Guovdageaidnu: Sámi allaskuvla.", "year": 2011, "title": "Alvorleg nedgang for faget samisk som andrespråk [Duođalaš njiedjan fágas sámegiella nubbingiella]", "summary": "Den tydelegaste og mest alvorlege tendensen i statistikken for samisk språk i barnehage og skule for skuleåret 2010/11 er nedgangen i talet på elevar som vel samisk som andrespråk i grunnskulen. …", "abstract": "Den tydelegaste og mest alvorlege tendensen i statistikken for samisk språk i barnehage og skule for skuleåret 2010/11 er nedgangen i talet på elevar som vel samisk som andrespråk i grunnskulen. Dette talet heldt fram med å gå ned dette skuleåret, slik det har gjort kvart år dei siste fem åra. Faget samisk som andrespråk har no mista 38 % av grunnskuleelevane sine sidan 2006. I nordsamisk som andrespråk har talet på elevar gått ned med heile 40 % sidan 2006. Denne artikkelen presenterer og kommenterer talet på samiske barnehagetilbod, talet på born som tek mot slike tilbod, og talet på elevar med samisk i fagkrinsen i grunnskule og vidaregåande skule i 2010/11. Det blir lagt vekt på endringane i tala dei siste fem åra. Heile delkapittel 2.4 er vigt til analyse av situasjonen for faget samisk som andrespråk i grunnskulen spesielt. Eg har prioritert å gå så nøye inn på akkurat denne situasjonen fordi framtida for faget samisk som andrespråk ser ut til å vera det mest presserande spørsmålet i samisk skule akkurat no. I dette kapitlet drøftar eg difor meir grundig korleis dei siste fem års store endringar kan forståast, og eg drøftar politiske og administrative grep som kan gjerast for å betre situasjonen.", "abstract_from": "studien", "link": "", "doi": "", "venue": "Sámi logut muitalit 4 / Samiske tall forteller 4: Kommentert samisk statistikk 2011", "main": "Organisation & delivery of provision", "central": [ "Organisation & delivery of provision" ], "contributes": [ "Curriculum & content representation", "Organisation & delivery of provision" ], "dims": { "rq": [ "Teaching of the Sami language" ], "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Other" ], "niva": [ "Compulsory (1-10)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "evidens": [ "Documents" ], "periode": [ "2006-2019" ], "gruppering": [ "Rammer og styring" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "deltakere": [ "(none)" ], "fag": [ "Sámi language" ], "stedstype": [ "Sami core municipality" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ], "design": [ "Quantitative" ], "land": [ "Norway" ], "undervisningsform": [ "(nr)" ], "skoleplassering": [ "Inside admin area", "Outside admin area" ], "region": [ "(none)" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "dokumenter" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "blandet" ], "skala": [ "nasjonalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami", "Lule Sami", "South Sami" ], "elevgruppe": [ "Sami L1", "Sami L2", "Other" ], "deltakere": [], "niva": [ "Lower secondary (8-10)", "Primary (1-7)", "Upper secondary (11-13)" ], "laereplan": [ "LK06S" ], "fag": [ "Sámi language" ], "datainnsamling": [ "Document analysis" ], "objekt": [ "Population or statistics" ], "skole": [ "Inside admin area", "Outside admin area" ], "undervisningsform": [], "sted": [ "Sami core municipality" ], "sprakomrade": [ "North Sami area", "Lule Sami area", "South Sami area" ], "land": [ "Norway" ], "dokument": [ "Report" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Quantitative" ], "authors": [ "Todal, J." ], "institutions": [] }, { "id": "Utsi2004", "cite": "Utsi (2004)", "citation": "Utsi, M. B. (2004). En fortelling om læremidler… Om læremiddelsituasjonen ved L97S-skoler. In V. Hirvonen (Ed.), Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97 (pp. 131–150). ČálliidLágádus.", "year": 2004, "title": "En fortelling om læremidler...: om læremiddelsituasjonen ved L97S-skoler", "summary": "To find out how Sámi teachers in L97S schools solve the shortage of Sámi-language teaching materials — how they motivate pupils when some subjects have no Sámi materials, what happens to the Sámi language when most materials exist only in the majority languages, whether and why they use Sámi materials produced in the other Nordic countries, and what view of learning they hold — together with how the municipalities buy materials and how teachers learn of new ones.", "abstract": "To find out how Sámi teachers in L97S schools solve the shortage of Sámi-language teaching materials — how they motivate pupils when some subjects have no Sámi materials, what happens to the Sámi language when most materials exist only in the majority languages, whether and why they use Sámi materials produced in the other Nordic countries, and what view of learning they hold — together with how the municipalities buy materials and how teachers learn of new ones.", "abstract_from": "koding", "link": "", "doi": "", "venue": "Samisk skole i plan og praksis: Hvordan møte utfordringene i L97S? Evaluering av Reform 97", "main": "Materials design & use", "central": [ "Materials design & use" ], "contributes": [ "Curriculum & content representation", "Materials design & use", "Teacher competence & professional development" ], "dims": { "rq": [ "Teaching under the Sami curriculum" ], "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "niva": [ "Compulsory (1-10)" ], "laereplan": [ "L97S" ], "evidens": [ "Reported" ], "periode": [ "1990-2005" ], "gruppering": [ "Skole og undervisning" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Document analysis" ], "objekt": [ "Provision system" ], "deltakere": [ "Teachers", "School leaders" ], "fag": [ "General" ], "stedstype": [ "Sami core municipality", "Rural coastal" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ], "design": [ "Mixed methods" ], "land": [ "Norway" ], "undervisningsform": [ "On-site" ], "skoleplassering": [ "Inside admin area" ], "region": [ "Finnmark", "Troms" ], "sprakomrade": [ "North Sami area" ], "objektniva": [ "system" ], "datagrunnlag": [ "begge" ], "laereplantype": [ "samisk" ], "elevgruppe_samlet": [ "L1" ], "skala": [ "lokalt" ], "reformfase": [ "etablert" ], "sekundaer": [ "(none)" ] }, "fields": { "sprak": [ "North Sami" ], "elevgruppe": [ "Sami L1" ], "deltakere": [ "Teachers", "School leaders" ], "niva": [ "Primary (1-7)", "Lower secondary (8-10)" ], "laereplan": [ "L97S" ], "fag": [ "General" ], "datainnsamling": [ "Interviews", "Surveys/Questionnaires", "Document analysis" ], "objekt": [ "Provision system" ], "skole": [ "Inside admin area" ], "undervisningsform": [ "On-site" ], "sted": [ "Sami core municipality", "Rural coastal" ], "sprakomrade": [ "North Sami area" ], "land": [ "Norway" ], "dokument": [ "Book chapter" ], "publspraak": [ "Norwegian" ] }, "paradigm": [ "Mixed methods" ], "authors": [ "Utsi, M. B." ], "institutions": [] } ], "views": [ { "key": "figur5", "no": "Temaer og forskningsspørsmål (rapportens figur 5)", "rad": "tema", "kol": "rq", "farge": "vekt", "regel": "central", "vis": "prikker" }, { "key": "figur5b", "no": "Temaer og samisk språk (rapportens figur 5b)", "rad": "tema", "kol": "rq", "farge": "sprak", "regel": "central", "vis": "prikker" }, { "key": "laereplan", "no": "Temaer og læreplanverk", "rad": "tema", "kol": "laereplan", "farge": "vekt", "regel": "main", "vis": "varme", "tall": true, "maal": "antall" }, { "key": "tid", "no": "Temaer over tid, etter evidensform", "rad": "tema", "kol": "periode", "farge": "evidens", "regel": "central", "vis": "bobler", "tall": true }, { "key": "metode", "no": "Hvordan feltet er studert", "rad": "datainnsamling", "kol": "rq", "farge": "periode", "vis": "smultring", "tall": true }, { "key": "objekt", "no": "Hva som studeres, og på hvilket nivå", "rad": "objekt", "kol": "niva", "farge": "gruppering", "vis": "bobler", "tall": true }, { "key": "stemmer", "no": "Deltakergrupper og forskningsspørsmål", "rad": "deltakere", "kol": "rq", "farge": "periode", "vis": "soyler", "tall": true }, { "key": "elevgrupper", "no": "Elevgrupper og forskningsspørsmål", "rad": "elevgruppe", "kol": "rq", "farge": "sprak", "vis": "prikker" }, { "key": "tema_elevgrupper", "no": "Temaer og elevgrupper", "rad": "tema", "kol": "elevgruppe", "farge": "rq", "regel": "contributes", "vis": "varme", "tall": true, "maal": "antall" }, { "key": "laereplan_tid", "no": "Læreplanverk over tid", "rad": "laereplan", "kol": "periode", "farge": "rq", "vis": "prikker" }, { "key": "objekt_gruppering", "no": "Hva som studeres, per gruppering", "rad": "objekt", "kol": "gruppering", "farge": "design", "vis": "smultring", "tall": true }, { "key": "stemmer_tid", "no": "Deltakergrupper over tid", "rad": "deltakere", "kol": "periode", "farge": "rq", "vis": "prikker" }, { "key": "tema_deltakere", "no": "Temaer og deltakergrupper", "rad": "tema", "kol": "deltakere", "farge": "vekt", "regel": "contributes", "vis": "bobler", "tall": true } ] }