How do the Sámi Culture and School Culture Converge – or do They?
Although the school has operated in the Sámi community for centuries, the Sámi people do not have a school culture of their own being born from their own cir- cumstances and based on their own values. This is the case although the Sámi people do have their own learning and teaching culture. Furthermore, the Sámi people do not have an educational history that would be based on their distinct circumstances and their way of thinking. Thus, the school is a foreign concept and institution imported into Sámi society by outsiders (Sara, 1987); although the historical presence of school has lasted in the area for a long time. Because of these characteristics, it could be stressed that school culture in Sámi schools is in liminality. Furthermore, cultures collide easily (Hannerz, 2003). According to Mikkel Nils Sara (2003), the reason for the estrangement of the school from Sámi culture is that there was no need for the school to be aware of and take into account how to provide culturally sensitive teaching earlier. Culturally sensitive teaching is based on the Sámi premises. The collective rights of Indigenous peo- ples emphasize their right to preserve and develop their societies (Henriksen et al., 2005). This chapter examines how school supports the Sámi culture. Further, it re- flects the connection between the conceptions of socialization and enculturation within the instruction at the Sámi School. In this chapter, school culture is the main concern. Stuart Hall...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.