Leadership Transforming the Past and Present Educational Landscape in Sápmi

• Main Authors: Linkola-Aikio, Inker-Anni, Äärelä-Vihriälä, Rauni, Keskitalo, Pigga
• Other Authors: Conde, Elena, Wood-Donnelly, Corine
• Format: Book Part
• Language: English
• Published: Routledge 2025
• Subjects: education and training; Sámi people; schools; education policy; leadership; indigenous culture; /dk/atira/pure/person/fieldofscience2010/5/16/2; name=General education; Arctic; Sámi
• Online Access: https://research.ulapland.fi/fi/publications/42677e95-d064-41b2-9f7a-e1debc55856e; https://doi.org/10.4324/9781003371885-12; https://doi.org/10.4324/9781003371885; http://www.scopus.com/inward/record.url?scp=105000523970&partnerID=8YFLogxK; http://www.scopus.com/inward/citedby.url?scp=105000523970&partnerID=8YFLogxK

This chapter examines the influence of Sámi educational leadership on societal and institutional development within the educational landscape, drawing from research conducted about Sámi education schools, early childhood education, higher education, and their broader societal significance. Anchored in the principles of justice, sustainability, and well-being, leadership in the Indigenous educational context involves the roles of teachers, educational leaders, and policymakers. These leaders are dedicated to shaping the educational landscape for youth and educational institutions in a decolonial situation. They face unique challenges, such as preserving the Sámi language and culture, ensuring equitable access to educational resources, and integrating traditional Sámi knowledge into contemporary teaching practices. Their leadership is crucial in advocating for culturally responsive policies and fostering environments where students can thrive both academically and culturally. The focus is on how these leaders navigate the preservation of Indigenous culture and Sámi language in education while integrating into broader national and local educational frameworks.