Integrating Coastal Sámi Traditional Knowledge in Science Education
Challenges, Approaches, and the Path Forward
Bibliographic Data
| ID | 22047780 |
|---|---|
| Authors | Birgitte Mari Midtervoll Lange (UiT The Arctic University of Norway), Julie Marie Pedersen (UiT The Arctic University of Norway), Gunnar Kristiansen (UiT The Arctic University of Norway), Vivienne Mackisack (University of Auckland), Siw T Killengreen (0000-0002-9454-9373, UiT The Arctic University of Norway, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 2 |
| Pages | 230 |
| Publication date | 2025-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15020230 |
| OpenAlex | W4407563808 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. The research employs action research methods, involving student teachers and teacher educators, to develop teaching units focused on Coastal Sámi topics. The study highlights the use of Banks’s multicultural curriculum reform approaches to analyze how Indigenous perspectives were incorporated. The key findings reveal that while efforts were made to include Coastal Sámi concepts, the integration often remained superficial. This study underscores the need for comprehensive teacher training and resources to effectively teach Indigenous topics. The conclusions emphasize the importance of a transformative approach to education that authentically incorporates diverse perspectives, advocating for systemic support to enhance teachers’ ability to deliver culturally relevant education. The research calls for collaboration among policymakers, teacher educators, and the Sámi community to ensure meaningful integration of Indigenous knowledge in curricula, fostering a deeper understanding and appreciation of Sámi culture and sustainability practices
Data science · Knowledge management · Mathematics education · Science education · Computer Science · Educational Research and Pedagogy · Educational Systems and Policies · Indigenous Studies and Ecology · Psychology
Research Methods in Education
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Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education
Learning with the land
Teaching Practice on Sámi Topics in Schools
On the shoulders of a perfect stranger
Pedagogical pathways for Indigenous education with/in teacher education
Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised
Using thematic analysis in psychology
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
Theory Construction in Qualitative Research
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |