Developing teacher candidates' competence on Saami content in the school subject Norwegian

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Abstract

In this paper, we report on a project that sought to strengthen competence in Saami topics within the school subject Norwegian. Previous research and the Truth and Reconciliation Commission Report indicate that teachers, teacher educators, and the general population often lack knowledge of Saami culture, history, and contemporary presence, highlighting a substantial need for increased education on Saami issues. Through an exploratory approach, we tested several teaching plans with teacher candidates and pupils in 3^rd, 6^th, and 7^th grades, focusing on the need to operationalise and concretise what Saami topics, with an emphasis on South Saami, can and should be in schools outside the Saami language administrative area. It can be challenging to teach Saami topics without being Saami or having proficiency in Saami languages. How can non-Saami educators teach Saami topics in mainstream schools, in line with the principle of Indigenisation and avoiding stereotypical representations of the Saami people? The data, consisting of the teacher candidates’ reflection texts and observations of the teaching sessions, were analysed using a reflective thematic analysis approach. The project demonstrates the potential to encourage teacher candidates to develop instructional designs on Saami topics, where they may have limited knowledge. Additionally, it highlights the value of metalanguage regarding minority groups to avoid othering and stereotypical conceptions, and progression in teaching Saami topics.

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Keywords

South Saami, teacher education, Indigenisation, stereotyping, othering

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