The indigenous people’s right to develop education based on their own premises must be at the center when planning new reforms. Fixing some individual edu- cational issues is not enough when aiming to strengthen Sámi pedagogy but so- lutions to the wider entities have to be figured out piece by piece. As the Sámi community does not yet have wider educational self-government, ideas of be- coming independent are needed. Embedding Sámi pedagogy also challenges the reconstruction of teacher education. The indigenous education is tied to the Western concepts of progress and to the globalism. Indigenous peoples have their own forms of local knowledge, practical expertise, and culturally specific means of transmitting knowledge (Crystal, 2000). Our book is to support cultural continuity and the survival of indigenous peoples. In addition to a secure land base, this survival means free- dom of religious, cultural, and linguistic expression, rights which members of dominant national groups all too often take for granted. Indigenous peoples’ par- ticipation in education is an essential part of transforming abstract policy formu- lations into long-awaited results that make a real difference in peoples’ lives. Indigenous education is characterized by emancipatory ideologies of indigenous sovereignty, self-determination, and cultural revalorization. We want to point out the potential of an indigenous pedagogy based on context-specific learning systems to promote cultural and language revitalization. There is a constant need for an analysis of the relationships between the dominant culture and indigenous populations. This analysis helps us to under- stand not...
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