Undervisning om samiske temaer i skolen – betydninga av kompetanse og urfolksperspektiv for en inkluderende praksis

Abstract

Skolen legger føringer for undervisning om samisk historie, språk, kultur, samfunn og rettigheter. I denne artikkelen undersøker vi erfaringer med disse temaene gjennom intervjuer med laerere fra seks ulike skoler i Norge; tre i Nord-Norge og tre på Østlandet. Laerernes praksis påvirkes av samspillet mellom blant annet laereplaner, laeremidler, stedstilhørighet og perspektivering. Disse kan forstås som forutsetninger for å forankre samisk tematikk i undervisningspraksis. Vi argumenterer for at det foregår ei utvikling i skolene mot ei slik forankring, som bidrar til inkluderende utdanningspraksis. Derfor plasserer vi vår analyse inn i en større diskusjon om kompetanse på samiske temaer i skolen og muligheten for å innlemme urfolksperspektiv i forståelsen av et inkluderende klasserom.

Teaching Practice on Sámi Topics in Schools: A Mixed Methods Study from the South Saepmie Region of Norway

“…The partial implementation of Sámi aspects particularly found outside the Saepmie region by Evju and Olsen (2022) and Lile (2011) are in line with the findings of Kavli (2019). Kavli (2019) found that deprioritizing Sámi topics in teaching happens more frequently outside the administrative areas of the Sámi language where teachers obtain less cultural knowledge and support from Sámi institutions.…”

“…When discussing colonialization, the textbooks did not contextualize this to the Sámi people in Norway, but they rather connected colonialization to foreign and overseas indigenous people. These textbooks were, however, published before the present curriculum, which was implemented in 2020 (Opplaeringslova 2020), and Sámi cultural, historical, and societal perspectives are strengthened in the core values of the present curriculum compared to the previous one from 2006 (Evju and Olsen 2022).…”

“…The curriculum presented in LK20 has considerable ambitions regarding the possibilities of the inclusive practice of Sámi topics (Eriksen 2018). The intentions of LK20 will only have an impact if teachers have the competence and motivation to implement them (Andreassen and Olsen 2020b;Evju and Olsen 2022). However, within an educational system that lacks sufficient competence on Sámi culture, this might be difficult to achieve.…”

“…There is, however, little research addressing school practice when teaching Sámi topics in Norway (Andreassen and Olsen 2020b;Evju and Olsen 2022). Studies indicate that the intentions of the Sámi aspects in LK20 and LK06 (Saabye 2008) are not fully implemented, particularly outside the Saepmie region (Evju and Olsen 2022;Lile 2011). These aspects are in general often found to be deprioritized (Olsen 2022).…”

“…An increase was, however, found by Dawson et al (2022), who reported that at an overall level, teaching Sámi topics in school had increased in scope every decade. In addition, there are indications of a development in the direction of more inclusive practices in school (Evju and Olsen 2022).…”