Preparing to teach about the Sami: Modeling a new teacher training in northern Norway, Sweden and Finland

The aim of this project is to examine how teacher candidates are being prepared to teach about the Indigenous Sami at three universities in northern Norway, Sweden and Finland, and to explore what can be learnt from comparing how this teacher education (TE) is conducted in the different countries.

It includes three studies, focusing on 1) a systemic level (How are the policies and legislative frameworks connected to higher education in the respective nations constructed, and what impact do they have on the inclusion of Sami content in TE?), 2) an institutional level (What do the local governing structures and work processes at the different universities look like, and how do they affect the ways in which TE includes Sami content?), and 3) a practical level (How do teacher educators at the studied institutions implement Sami thematic in their teaching?).

The project – aimed at producing 3 articles and an edited volume – includes four researcher and spans over 3-years (15 to 25%). It draws on policy and curricula theory and applies a content/thematic analysis.

By strengthening knowledge in the focused area, it aims at supporting the preparation of future teachers in all three countries (for whom it today is mandatory to teach their pupils about the Sami), facilitate professional dialogue and future research on TE and Indigenous thematic, as well as simplify cross-national cooperation.

In the long-term, such work can support democratization and sustainable social relations.