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Gal dat oahppá go stuorrola: Teacher thinking, knowledge and discourse to high light cultural knowledge and decolonizing processes in indigenizing Sámi schools in the north of Sweden
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
Samisk Högskole, Kautokeino.
2006 (English)Conference paper, Presentation (Other academic)
Abstract [en]

The main idea of this project, which is initiated from the school level, is to strengthen the Sámi perspective in school activities. In this study teachers implement new practices. And by describing, analyzing and highlighting how cultural knowledge, decolonizing and vitalizing processes in teacher thinking, knowledge and discourse influence on the pedagogical activity, we will be able to study the process of the development in indigenizing Sámi schools (Many Indigenous Peoples struggle for indigenizing; maintaining and vitalizing their cultures).Researchers do use a critical perspective on this democratic approach of collaborative action research. Social constructivist models of analyzing teaching and learning hold both challenges and promises for educators. Teachers in Sámi preschools and in compulsory schools study characteristics of cultural practices and they integrate these findings in the daily work within groups of children of age 2 - 12 years old. Teacher's multicultural competence is considered to be the basic ground, deeply connected to the cultural heritage of the Sámi people and partly to the curriculum for Sámi schools. The study also involves parents, home environment and "elders" in the teaching and learning processes and the local cultural practice is partly integrated in the daily work

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URN: urn:nbn:se:ltu:diva-35649Local ID: a45f9730-a88f-11dc-9057-000ea68e967bOAI: diva2:1008902
Nordurlendska laerarautbugvingarradstevnan : 10/05/2006 - 13/05/2006
Godkänd; 2006; 20071212 (biem)Available from: 2016-09-30 Created: 2016-09-30Bibliographically approved

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