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Eatnama mánát skuvlema bálgáid alde research project: To strengthen Sámi children's identity and resilience through the transformation of school institutions

Project leader: Ylva Jannok Nutti

Researchers:

  • Ylva Jannok Nutti, Project leader, Leader of work package, Professor in education: NVA and Orcid
  • Marikaisa Laiti, Leader of work package, Associate professor: NVA and Orcid
  • Rauna Rahko-Ravantti, Leader of work package, Associate professor in education: NVA and Orcid
  • PhD candidate in pedagogy TBA

In cooperation with:

  • Charlotta Svonni, PhD, Postdoctoral fellow, Várrduo - Center for Sámi research, Umeå University
  • Valerie Shirley, PhD, Associate professor, Director of the Indigenous teacher education program, University of Arizona, USA
  • Jeremy Garcia, PhD, Associate professor, University of Arizona, USA
  • UArctic Verdde Indigenous Education Thematic Network Steering committee:
    • Sylvia Moore, Dean (Interim) & Associate Professor, School of Arctic and Subarctic Studies, Memorial University, CA
    • Beth Leonard, Research Professor, Alaska Pacific University, USA
    • Angela Lunda, Assistant Professor of Education, University of Alaska Southeast, USA
    • Sean Asiqłuq Topkok, Director Center for Cross-Cultural Studies, Indigenous Studies Graduate Programs, University of Alaska Fairbanks, USA

Participating institution: Ubmejen universitiähta

Project period: 1.3.2025-28.1.2029

Funding: Norwegian Research Council

Allocation for project period: 11,9 million NOK

Project description

The aim of the research project Eatnama mánát is to identify approaches for transforming and reshaping ways of learning and working in order to strengthen Sámi children’s identity and resilience, and to investigate reconciliation at the national educational level, Sámi and Indigenous peoples’ rights, and sustainable development.

The research critically examines, describes, and analyses the pedagogical and didactic practices of Sámi early childhood education and Sámi education. The researchers collaborate with teachers to identify perspectives and approaches that are characteristic of Sámi pedagogy and the teaching profession.

The research is conducted using school ethnographic methods. In line with an action research approach, the project is based on dialogue and collaboration with teachers working in kindergartens and primary schools, as well as with student teachers.

Research questions
  • What, why, and how have teachers’ pedagogical and didactic practices been shaped and implemented in Sámi educational contexts? 
  • How are Sámi teachers’ professional practices developed and renewed to support children’s identity, resilience, diverse ways of knowing, and connection to the land? In what ways can transformation be supported? 
  • What are the key elements of Sámi pedagogy, and how can they be described? 
  • How is Sámi and Indigenous land-based thinking reflected in pedagogical decisions, frameworks, and practices today and in the past, and what aspirations do Sámi people and Indigenous peoples have for education in the future? 
  • How are reconciliation and the rights of Sámi and Indigenous peoples reflected in national educational frameworks?
Abstract

The research project investigates the development of transformative approaches in education and learning, with the aim of influencing how education is organised and implemented in Sámi early childhood education, schools, and teacher education. The project seeks to understand what kind of education supports Sámi children’s development and strengthens their identity and resilience. Its aim is to integrate Sámi culture, traditions, and knowledge into education and to create supportive environments in which children can develop a strong sense of belonging to their cultural heritage.

The research also aims to contribute to a deeper understanding of how education can promote reconciliation, recognition of the rights of Sámi and Indigenous peoples, and resilience. To strengthen connections with the community, the researchers participate in Sámi early childhood education, school, and teacher education environments, observe everyday life, take part in discussions, and organise workshops. In this way, they seek to develop a deeper understanding of the needs of learning environments.

A strong connection to nature is important to Sámi culture and holistic well-being. The research therefore seeks to strengthen and support the preservation and revitalisation of this connection and to recognise its significance. In addition, the researchers analyse current educational practices and policies in order to examine how they incorporate land-based pedagogy. The researchers also reflect on Sámi teachers’ aspirations and visions for the future.

The research is based on a model that encourages awareness, recognition and appreciation of Indigenous cultures and languages, and the improvement of educational quality. The transformation of Sámi education aims to create inclusive and safe learning environments that recognise Sámi culture and support children’s development.