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'Sami Religion' in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
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]
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Referanse
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
Sammendrag
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).
Sammendraget er hentet fra referansen i litteraturdatabasen.
Indigeneity versus Diversity
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Referanse
Banschbach Eggen, R. (2022). Indigeneity versus diversity. Human Rights Education Review, 5(1), 136–155. https://doi.org/10.7577/hrer.4466
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Læreplanverket for Kunnskapsløftet 2006 Samisk (LK06S): en analyse
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
LK06S for nordsamisk språkgruppe
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Norway’s “Sámi Language Act”: Emancipatory Implications For the World’s Aboriginal Peoples
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Referanse
Corson, D. (1995). Norway's "Sami Language Act": Emancipatory implications for the world's aboriginal peoples. Language in Society, 24(4), 493–514.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
The Indigenous Sami Citizen and Norwegian National Identity: Tensions in Curriculum Discourses
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Undervisning om Samiske temaer i skolen—Betydningen av kompetanse og urfolksperspektiv for en inkluderende praksis
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Referanse
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
Sammendrag
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.
Sammendraget er studiens eget.
Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Ruvden as a basis for the teaching of mathematics: A sámi mathematics teacher’s experiences
doi:10.1007/978-94-6300-226-4_10
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
"We had not dared to do that earlier, but now we see that it works": Creating a culturally responsive mathematics exam
doi:10.20507/AlterNative.2016.12.4.6
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Sámi Body-Based Measuring in the Mathematics Classroom—The Development of a Model for Teaching
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Why Should We Count in Sámi and Kven?
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Exploring the Use of Minecraft in Sámi Teacher Education
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Om samiskopplæring og samisk opplæring
doi:10.18261/issn.1504-2987-2021-04-05
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Samisk i den videregående opplæringen i Troms
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Referanse
Gaare, O. (2026). Samisk i den videregående opplæringen i Troms [Doctoral thesis, Nord universitet]. Ph.d. i profesjonsvitenskap nr. 86-2026. Bodø: Nord universitet.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
THE RELEVANCE OF MATHEMATICS TEXTBOOK TASKS TO INDIGENOUS CULTURAL CONTEXT
doi:10.34024/prometeica.2024.31.16463
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Samisk læreplanverk – en symbolsk forpliktelse?: En begrepsanalyse av det samiske innholdet i Læreplanverket Kunnskapsløftet og Kunnskapsløftet Samisk
doi:10.18261/issn.1891-5949-2017-03-04-03
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Referanse
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
Sammendrag
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.
Sammendraget er studiens eget.
Vurdering av begynneropplæring etter læreplan i samisk
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Læreplanverket i Norge funksjonell tospråklighet - hvordan skal det defineres? [Norgga beale oahppoplána doaibmi guovttegielatvuohta – mo dan meroštallat?]
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Referanse
Helander, Nils Øivind 2012: Norgga beale oahppoplána doaibmi guovttegielatvuohta – mo dan meroštallat? [English summary: Functional bilingualism.] – Sámi dieđalaš áigečála 2/2012: 57–83.
Sammendrag
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 …
Sammendraget er hentet fra referansen i litteraturdatabasen.
Nasjonale prøver i lesing på samisk - på hvilke premisser?
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Referanse
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
Sammendrag
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.
Sammendraget er studiens eget.
Valg, ansvar, risiko og etnisk identitet i en finnmarksk modernitet
doi:10.18261/ISSN1504-2987-2012-03-05
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Learning the Sámi language outside of the Sámi core area in Norway
doi:10.1080/08003831.2020.1751410
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
[Ovttas!]: Ohcejoga ja Deanu gielddaid skuvla- ja mánáidgárdeovttasbarggu dálá dilli ja hástalusat
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Referanse
Annukka Hirvasvuopio‐Laiti & Vuokko Hirvonen 2011: Ohcejoga ja Deanu gielddaid skuvla‐ ja mánáidgárdeovttasbarggu dálá dilli ja hástalusat. Čielggadeapmi 1/2011. Sámi allaskuvla.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
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]
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Referanse
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
Studiens hensikt
Presentasjon av evalueringsprosjektet som Sámi allaskuvla arbeider med: Om hvordan samisk kontekst i praksis fungerer O 97S på de forskjellige skolene som følger læreplanen.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Samisk skole - en ufullendt symfoni?
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Sámi time, space and place: exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi
doi:10.3384/confero.2001-4562.150618
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Referanse
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
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Matematikkoppgaver med utgangspunkt i tradisjonell kunnskap i kvensk og sjøsamisk kultur
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
… skolen må forandres: Læreplaner og samiske behov
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Referanse
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.
Sammendrag
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.
Sammendraget er studiens eget.
Samisk og somali i norsk skule: ei undersøking av språkideologiar blant lærarstudentar
doi:10.18261/issn.2535-3381-2021-01-02
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Referanse
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.
Sammendrag
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.
Sammendraget er studiens eget.
Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education
doi:10.1080/09500782.2024.2436010
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Policies, conditions and student experiences in Arabic and Sámi heritage language education
doi:10.1080/00313831.2025.2600956
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
‘Creating strong Sámi children’: teachers’ positioning of heritage language students
doi:10.1080/01434632.2024.2411439
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education
doi:10.1007/978-3-030-97460-2_4
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Fra lyd til bokstav - fra bokstav til lyd: Elevenes tekniske leseferdigheter i samisk som førstespråk [Jietnadagas bustávvii – bustávas jietnadahkii: sámegielat álgooahpahusa ohppiid teknihkalaš lohkandáidu]
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Referanse
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.
Sammendrag
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
Sammendraget er studiens eget.
Utvikling av "samisk skole" og lojal tilpasning: ifølge kommunenes og skolenes planer og lærernes syn
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
How Do the Sami Culture and School Culture Converge--Or Do They?
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Sámegielat álgooahpahusa gielalaš iešvuođat [Linguistic features in Sami instruction at first grades]
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Referanse
Pigga Keskitalo & Kaarina Määttä 2011: Sámegielat álgooahpahusa gielalaš iešvuođat [Linguistic features in Sami instruction at first grades]. Sámi dieđalaš áigečála 1/2011
Studiens hensikt
Undersøke begynneropplæringa i samisk i skolen, dvs skrive-lese opplæring
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Place and Space in Sámi Education
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Referanse
Keskitalo, P. (2019). Place and space in Sámi education. Policy Futures in Education, 17(4), 560–574. https://doi.org/10.1177/1478210319848530
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Cultural Education in Nature Through the Lens of Sámi Practitioners
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Samisk tradisjonell kunnskap og utdanning for bærekraftig utvikling
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Referanse
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
Sammendrag
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 …
Sammendraget er hentet fra referansen i litteraturdatabasen.
Arbeid med sennagress - samisk tradisjonell kunnskap i naturfag
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Integrating Coastal Sámi Traditional Knowledge in Science Education: Challenges, Approaches, and the Path Forward
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
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]
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Referanse
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.
Sammendrag
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.
Sammendraget er studiens eget.
Sámi vuolggasaji nannen oahpahusas – rituálat guovddažis
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Referanse
Lauhamaa, Pigga 2009: Sámi vuolggasaji nannen oahpahusas – rituálat guovddažis. [English summary: Strengthening Sami Foundations in Instruction.] Sámi dieđalaš áigečála 1–2/2009: 76–89.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
Sámi heritage language program models: Balancing indigenous traditions and western ideologies within the Norwegian educational system
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Referanse
Lie, K. (2003). Sami Heritage Language Program Models: Balancing Indigenous Traditions and Western Ideologies within the Norwegian Educational System. Scandinavian Studies. (pp. 273–291).
Sammendrag
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 …
Sammendraget er hentet fra referansen i litteraturdatabasen.
Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Meaning-Making across Languages: A Case Study of Three Multilingual Writers in Sápmi
doi:10.1080/14790718.2016.1155591
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Synliggjøring av samisk språk i den samiske skolen [Sámegiela oinnolašvuohta sámi skuvllas]
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
LK06S for sørsamisk språkgruppe
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
'I Really Want to Save Our Language': Facing the Challenge of Revitalising and Maintaining Southern Sami Language through Schooling
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Samisk som førstespråk i grunnskolen
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Referanse
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.
Sammendrag
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. …
Sammendraget er studiens eget.
Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education
doi:10.1080/17400201.2023.2206731
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Rettigheter og praksis i samisk opplæring under LK06Samisk
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
How Academic Experiences and Educational Aspirations Relate to Well-Being and Health among Indigenous Sami Youth in Northern Norway: A Qualitative Approach
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Sámi issues in norwegian curricula: A historical overview
doi:10.1007/978-3-030-24112-4_8
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]
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Referanse
Outakoski, Hanna 2015. Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]. – Sámi dieđalaš áigečála 1/2015: 29–59.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
It may be invisible for you but it still affects us: Extending the comprehensive view on language and writing
doi:10.18261/9788215053417-2022-12
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
"Since you live in two worlds, it is not always easy to tell them apart": double perspectives in online Sámi language education
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Go ealáska, de lea váttis dápmat: Davvisámegiela etnolingvisttalaš čeavzinnávccaid guorahallan guovtti gránnjágielddas Deanus ja Ohcejogas 2000-logu álggus
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Referanse
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.
Sammendrag
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. …
Sammendraget er studiens eget.
Samisk språk i grunnskolen og videregående opplæring [Sámegiella vuođđoskuvllas ja joatkkaoahpahusas]
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Building Indigenous Futures with Minecraft: A Sámi Educational Perspective
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
«samiskheit» i Kunnskapsløftet 2020: Ei diskursanalytisk lesing av Fagfornyinga
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Det er kult å lære samisk
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Referanse
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
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
LK06S for lulesamisk språkgruppe
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden)
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.
Samisk språk i barnehage og skule [Sámegiella mánáidgárddis ja skuvllas]
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Referanse
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.
Sammendrag
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.
Sammendraget er studiens eget.
Alvorleg nedgang for faget samisk som andrespråk [Duođalaš njiedjan fágas sámegiella nubbingiella]
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Referanse
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.
Sammendrag
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.
Sammendraget er studiens eget.
En fortelling om læremidler...: om læremiddelsituasjonen ved L97S-skoler
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Referanse
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.
Studiens hensikt
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.
Referansen og studien har ikke noe sammendrag; teksten er studiens hensikt slik den er kodet.
The Impact of National Standards Assessment in New Zealand, and National Testing Protocols in Norway on Indigenous Schooling
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Referanse
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.
Sammendrag
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.
Sammendraget er hentet fra referansen i litteraturdatabasen.