Decolonizing Indigenous teaching
Renewing actions through a Critical Utopian Action Research framework
Bibliographic Data
| ID | 6134499 |
|---|---|
| Authors | Ylva Jannok Nutti (0000-0003-1023-8269, Faculty of Duodji, Industry and Natural Sciences including Teacher Education, Sámi University of Applied Sciences, Norway; Department of Education, UiT The Arctic University of Norway, Norway, corresponding author) |
| Year | 2016 |
| Volume | 16 |
| Issue | 1 |
| Pages | 82-104 |
| Publication date | 2016-10-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750316668240 |
| OpenAlex | W2538638397 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
This article describes experiences formed in connection with a case study in Sámi schools. The Sámi people live in the northern part of the North Calotte region and among the world’s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers’ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ‘rediscovered’ knowledge and reinterpreted that knowledge in a teaching setting. The teachers’ autonomy was strengthened and the teachers’ active efforts empowered them
Action research · Autonomy · Critical theory · Criticism · Curriculum · Dominance (genetics · Environmental education · Indigenous · Oppression · Pedagogy · Place-Based Education · Political science · Politics · Sociology · Teaching method · Traditional knowledge · Adult and Continuing Education Topics · Educator Training and Historical Pedagogy · Global Education and Multiculturalism
Kurt Lewin and the Origins of Action Research
Reclaiming Indigenous Voice and Vision
Parental involvement in the development of a culture‐based school curriculum
Reshaping the University
Decolonizing Methodologies
Sámi Teachers' Experiences of Indigenous School Transformation
Traditional Sámi Child Rearing in Transition
| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |