Growing Indigenous perspectives in teacher education: challenges, strategies, and institutional change

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Abstract

This reflective article examines efforts to integrate Sámi perspectives within teacher education at the Norwegian University of Science and Technology (NTNU) over an eight-year period. Situated within broader contexts of the Norwegian Truth and Reconciliation Commission and of curricular reform, it explores the challenges and possibilities of institutional change in higher education. Drawing on personal and professional experience, the article reflects on the development of communities of practice, interdisciplinary collaboration, and relationships with Sámi communities. Emphasising persistence, relationship-building, and incremental change, the article considers how teacher education can contribute to reconciliation through strengthened understanding of Indigenous histories, perspectives, and rights.

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Keywords

Indigenous, reconciliation, Sámi, communities of practice, teacher education

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