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The State, Schooling and Identity pp 99–123Cite as

Palgrave Macmillan

Saami Educational and Knowledge Claims in School Systems of the Nordic Countries

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Part of the book series: Education Dialogues with/in the Global South ((EDGS))

Abstract

Education is understood as a resource which has enabled the Saami, a transnational indigenous people in Finland, Norway and Sweden in constructing a strong identity and unity over borders and strengthening their participation in decision-making processes in regard to their cultural, linguistic and educational rights. Saami education is closely tied to the national school systems and Western knowledge. Although the Nordic countries have introduced many linguistic and educational policy reforms, they still face challenges in reaching the goals set forth in international and national legislation—namely, education in the Saami language and integration of Saami heritage and knowledge into the pedagogical contents.

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Authors and Affiliations

  1. Department of Finnish, Finno-Ugrian and Scandinavian Studies, Sámi Studies, University of Helsinki, Helsinki, Finland

    Irja Seurujärvi-Kari

  2. Institute of Behavioural Sciences, University of Helsinki, Helsinki, Finland

    Kari Kantasalmi

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  1. Irja Seurujärvi-Kari
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Correspondence to Irja Seurujärvi-Kari .

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Editors and Affiliations

  1. University of Helsinki Institute of Behavioural Sciences, Finland

    Kari Kantasalmi

  2. University of Helsinki Institute of Behavioural Sciences, Nordic Centre of Excellence ‘Justice through Education’, Finland

    Gunilla Holm

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Seurujärvi-Kari, I., Kantasalmi, K. (2017). Saami Educational and Knowledge Claims in School Systems of the Nordic Countries. In: Kantasalmi, K., Holm, G. (eds) The State, Schooling and Identity. Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-1515-1_6

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