How Do the Sámi Culture and School Culture Converge — or Do They?

This article dissects instruction in the Norwegian Sámi School and its cultural sensitivity. The focus is on the classroom culture of Sámi education: how Sámi education is arranged in practice. The core of the research is intertwined with issues concerning the status, language, and culture of Indige...

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Bibliographic Details
Published in:The Australian Journal of Indigenous Education
Main Authors: Pigga Keskitalo, Kaarina Määttä
Format: Article in Journal/Newspaper
Language:English
Published: Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland 2011
Subjects:
Sámi schooling
Indigenous people
socialisation
enculturation
teaching arrangements
cultural sensitivity
Special aspects of education
LC8-6691
Sámi
Online Access:https://doi.org/10.1375/ajie.40.112
https://doaj.org/article/f572bfab1b244f5ba90d3e7579aa04fc
Description
Summary:This article dissects instruction in the Norwegian Sámi School and its cultural sensitivity. The focus is on the classroom culture of Sámi education: how Sámi 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 Sámi culture and school culture do not meet: the western school culture dominates teaching at the Sámi School and socialises the Sámi School into mainstream society. The Sámi people's conception of time, place, and information should be emphasised in the teaching arrangements.

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