Teaching Practice on Sámi Topics in Schools: A Mixed Methods Study from the South Saepmie Region of Norway

• Published in: Genealogy
• Main Authors: Anna Marie Holand, Kåre Haugan
• Format: Article in Journal/Newspaper
• Language: English
• Published: MDPI AG 2024
• Subjects: Sámi; indigenous; Norwegian primary and secondary schools; curriculum; teaching aids; Social Sciences; H
• Online Access: https://doi.org/10.3390/genealogy8010031; https://doaj.org/article/757c61dbb84c4275be2862853146f504

The Norwegian primary and secondary school curriculum from 2020 (LK20) clearly states that the history, cultural life, and rights of the indigenous Sámi people should be included in the school practice. This study addresses how objectives in the subject-specific plans with Sámi content are taught and explores, in addition, teachers’ experiences and reflections on these topics. To investigate this, an electronic questionnaire with open and closed questions was sent to all primary and secondary schools in the South Saepmie region of Norway. The results indicate that a high degree of the respondents include Sámi culture and tradition in their teaching, and there is a variation in their teaching from happenings on February 6th to interdisciplinary projects. The teachers report a lack of competence and call for a greater emphasis on Sámi topics in the teacher education programs. A lack of available teaching aids is experienced even though many found other resources locally and, e.g., on the internet. They experienced, however, an increase in the availability of teaching aids in recent years. The respondents pointed out, however, that inadequate teacher competence and a lack of teaching aids strongly limited the respondents’ possibility to teach Sámi topics in school. Consequently, more teaching aids should be developed, and Sámi content in continuing and teacher education programs should be strengthened.