| Summary: | The objective of this Master´s thesis is to examine the decolonizing pedagogy, stories and practices in Ohcejohka and Deatnu River Valley. It is done by collecting stories on the Indigenous ways of learning rooted in practical aspects of everyday life by following the full annual cycle of life in the homeland of the Master student. The study investigates also her own learning story, including her personal experiences with education, stories and traditional livelihoods throughout her life, as well as her current practice as an educator. With the means of research it looks to gain insight into providing land based, locally controlled, culturally relevant, and empowering education for Sámi youth in native language. It also discusses how to maintain and transfer Indigenous knowledge to future generations and why it is relevant in our era. The approach to this study is grounded in Indigenous methodologies, and in awareness of the dangers of misappropriation and misuse of Indigenous knowledge. Part of the study is discussing and creating example of doing a research indigenous Sámi way. During the entire research process, the researcher has consulted local people and invited them to teach her. The method has been a process and it has arisen in collaborative connection with local people and the Land. Indigenous traditional knowledge is the key both to maintain and develop strong and healthy Sámi Identity and to live in balance with Earth and it's resources. The seasons teach people how to communicate with Nature and live when the resources are plenty and when they are scare. The findings confirm that transmitting Indigenous knowledge depends on indigenous peoples rights to use the Land traditional ways. Further research is required to examine what Sami Land Based Education would look like and how Sámi traditional knowledge and connection with Nature have been and can be taught also in a modern school institution. publishedVersion
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