Indigenous Education in Sámi preschool and school : Indigenous teachers’ perspective from problems to possibilities

The aim of the presentation is to discuss the transformation of indigenous education from the perspective of indigenous teachers so that the indigenous culture becomes the point of departure in such education. I will examine this from the perspective of a critical utopian action research project in Sámi preschools and schools. The paper will focus on indigenous teachers’ experiences of indigenous school transformation and the realisation of transformation activities. The transformation activities took place together with teachers, children/pupils, parents and elders. The theoretical points of departure were taken from Smith’s theory of indigenous research and Banks’ theory for the integration of multicultural content in teaching, which is also discussed from the perspective of the concept of intercultural education. Further, Bernstein’s recontextualisation theory is used. The study also draws on Lipka’s previous research in Alaska. The study was divided into three parts. Part one was based on teachers experience concerning transforming the education from a cultural perspective. Part two focused on performed transformation activities. The activities were implemented through cultural thematic work, through typical school activities with cultural elements or through activities where the culture served as the basis for education. In part three teachers expressed their experiences after the transformation activities. The result from the study showed that the teachers’ challenges initially were focused on external obstacles, but finally the external obstacles were described as internal to a higher degree. The teachers expressed a change from problem- to possibility-oriented and they became active transformation agents. The process made decolonisation visible.Godkänd; 2011; 20111205 (ylvjan