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Education Sciences
Special Issues
Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education
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Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (1 December 2024) | Viewed by 10384

Special Issue Editors

Dr. Veronica Bergan

E-Mail Website
Guest Editor
Department of Education, UiT the Arctic University of Norway, N-9037 Tromsø, Norway
Interests: teacher education; indigenous perspectives; outdoor education; sustainability; interdisciplinary teaching
Special Issues, Collections and Topics in MDPI journals
Dr. Siw T. Killengreen

E-Mail Website
Guest Editor
Department of Education, UiT the Arctic University of Norway, N-9037 Tromsø, Norway
Interests: teacher education; indigenous perspectives; outdoor education; sustainability
Jan Höper

E-Mail Website
Guest Editor Assistant
Associate Professor, Department of Education, UiT The Arctic University of Norway, N-9037 Tromsø, Norway
Interests: teacher education; indigenous perspectives; outdoor education; interdisciplinary teaching; chemistry education

Special Issue Information

Dear Colleagues,

Teacher educators have a pivotal role in training student teachers up to have competence in indigenous topics, issues and perspectives. This is particularly important to prevent discrimination, prejudice, and stereotypical views of indigenous people, and especially indigenous children. Teaching to promote indigenous values, practices and cultural knowledge often demands holistic and or interdisciplinary approaches, which are uncommon practices in higher education as well as in teacher education. Teacher educators with non-indigenous backgrounds may often feel hesitant to include indigenous perspectives due to their perceived lack of competence.

The aim of this Special Issue is to address how indigenous topics, issues and perspectives can be approached in teacher education. We are particularly interested in opportunities and challenges related to indigenous topics in teacher education (qualifying for work in early childhood education, primary and secondary education).  

We are interested in themes focused on teacher education such as: 

  • Interdisciplinary, crossdisciplinary and transdisciplinary teaching and learning;
  • Subject-specific approaches to indigenous topics;
  • Sustainability issues;
  • Indigenous contributions to solve challenges for the future; 
  • Indigenous topics in the digital classroom; 
  • Traditional knowledge and skills;
  • Intergenerational knowledge;
  • Place-based, nature-based and outdoor education;
  • Arts approaches from indigenous perspectives; 
  • Urban and rural perspectives and tensions.

We invite the submission of proposals up to 200 words in length by 15th March to Guest Editor Veronica Bergan <veronica.bergan@uit.no> with "Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education" in the subject line. Proposals will be reviewed and accepted, and accepted proposals will then be invited to submit a full manuscript for peer review. Please note that an invitation to submit a full paper does not guarantee acceptance; all papers will be subject to the full peer review process as per any submission to Education Sciences. A full manuscript should be between 4000 and 8000 words in length, including the Abstract and any tables/figures.

Dr. Veronica Bergan
Dr. Siw T. Killengreen
Guest Editors

Associate Professor Jan Höper
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher education
  • indigenous perspectives
  • outdoor education
  • sustainability
  • interdisciplinary teaching
  • traditional knowledge
  • traditional practices

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

19 pages, 1729 KiB  
Article
Integrating Coastal Sámi Traditional Knowledge in Science Education: Challenges, Approaches, and the Path Forward
by Birgitte Mari Midtervoll Lange, Julie Marie Pedersen, Gunnar Kristiansen, Vivienne Mackisack and Siw Turid Killengreen
Educ. Sci. 2025, 15(2), 230; https://doi.org/10.3390/educsci15020230 - 13 Feb 2025
Viewed by 1073
Abstract
This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. The research employs action research methods, involving student teachers and teacher educators, to develop teaching units [...] Read more.
This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. The research employs action research methods, involving student teachers and teacher educators, to develop teaching units focused on Coastal Sámi topics. The study highlights the use of Banks’s multicultural curriculum reform approaches to analyze how Indigenous perspectives were incorporated. The key findings reveal that while efforts were made to include Coastal Sámi concepts, the integration often remained superficial. This study underscores the need for comprehensive teacher training and resources to effectively teach Indigenous topics. The conclusions emphasize the importance of a transformative approach to education that authentically incorporates diverse perspectives, advocating for systemic support to enhance teachers’ ability to deliver culturally relevant education. The research calls for collaboration among policymakers, teacher educators, and the Sámi community to ensure meaningful integration of Indigenous knowledge in curricula, fostering a deeper understanding and appreciation of Sámi culture and sustainability practices. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
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25 pages, 2554 KiB  
Article
Sámi Body-Based Measuring in the Mathematics Classroom—The Development of a Model for Teaching
by Anne Birgitte Fyhn, Dina N. Somby and Aile Hætta Karlsen
Educ. Sci. 2024, 14(12), 1398; https://doi.org/10.3390/educsci14121398 - 20 Dec 2024
Viewed by 1230
Abstract
According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an [...] Read more.
According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an urban school where most students are non-Sámi. Their idea was for students to experience the usefulness of using their own bodies as measuring tools. Afterwards, a teacher educator interviewed the pre-service teachers about their experiences. The teaching unit was planned as if it were to be taught in a Sámi school, except that the language of instruction was Norwegian. Analysis shows how the teaching unit aligns with the suggestions and recommendations of Norway’s Truth and Reconciliation Commission. Analysis with respect to the Theory of Didactical Situations framework, TDS, which has not been developed for Indigenous education, show that TDS contributes to improving the teaching unit’s plan. We recommend that Sámi traditional measuring should be taught by Sámi teachers to more non-Sámi students, and we present a revised teaching plan. However, because there is a significant lack of Sámi teachers, we recommend that non-Sámi teachers use our plan as a model for teaching Sámi traditional measuring. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
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18 pages, 1238 KiB  
Article
Supporting the Cultural Identity Development of Indigenous Youth: Findings from an Indigenous Educators’ Community-Of-Practice
by Angela Lunda, Amber Frommherz, William Gamaas Bolton, Chelsee Cook, Barbara Dude, Naomi Leask, Roberta Littlefield, Jennifer McCarty, Shawna Puustinen and Nastasia Vaska
Educ. Sci. 2024, 14(12), 1272; https://doi.org/10.3390/educsci14121272 - 21 Nov 2024
Viewed by 2585
Abstract
Research reveals a positive impact on educational achievement for Indigenous students when their teachers are also Indigenous. The educational value of shared identity between students and teachers manifests in the form of increased student attendance rates, grades, and graduation rates. Fewer than 5% [...] Read more.
Research reveals a positive impact on educational achievement for Indigenous students when their teachers are also Indigenous. The educational value of shared identity between students and teachers manifests in the form of increased student attendance rates, grades, and graduation rates. Fewer than 5% of public-school teachers in Alaska are Indigenous, while nearly 20% of students are Indigenous. Thus, it is unlikely that most Indigenous students in Alaska will experience a shared cultural identity with their teachers—nor would it be desirable, in this age of global mobility, for society to strive for teachers and students to share cultural identity in all instances. Yet it is important to discern what teaching practices and teacher dispositions support the cultural identity development (CID) of Indigenous children. This project brought together Indigenous educators from across Alaska to critically examine their practice as educators and to seek answers to the research question. Utilizing a collaborative autoethnographic framework, qualitative data were coded and analyzed to uncover answers to the research question. Key findings from this study indicate that teaching and using the local Indigenous language, shared cultural history documented in stories, and experiences related to the Land contribute to students’ CID. Furthermore, findings reveal that micro cultural validations, fleeting interactions between teachers and students, play a significant role in supporting the cultural identity development of Indigenous youth. Findings also suggest that Indigenous teachers are best positioned to discern the teaching practices that contribute to students’ cultural identity development. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
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16 pages, 280 KiB  
Article
Cultural Education in Nature Through the Lens of Sámi Practitioners
by Inger Wallem Krempig and Elisabeth Enoksen
Educ. Sci. 2024, 14(11), 1246; https://doi.org/10.3390/educsci14111246 - 14 Nov 2024
Viewed by 1856
Abstract
The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. In this context, one of several suggested educational practices is to include Sámi traditional practitioners in teaching activities. Against this backdrop, this paper [...] Read more.
The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. In this context, one of several suggested educational practices is to include Sámi traditional practitioners in teaching activities. Against this backdrop, this paper explores the perspectives of five Sámi practitioners, concentrating on their experiences and pedagogical practices when engaging students of various ages and kindergarten children in Sámi culture in a nature-based setting. The study reveals the practitioners’ arguments for sharing their culture and skills through such learning activities and their suggestions for inclusion in teaching practices. The qualitative-based research methodology comprises semi-structured interviews with Sámi practitioners who are involved in different cooperative projects within our region. These different practitioners offer learners the chance to engage with Sámi nature-based traditional practices by participating in activities in close collaboration with reindeer herders, duodji (handicraft) practitioners, coastal Sámi caretakers, and similar cultural educators in an outdoor setting. This study advocates for the significance of involving Sámi traditional practitioners and Sámi practices on all educational levels and proposes that nature-based activities are of specific value in such practices. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
16 pages, 1962 KiB  
Article
Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway
by Greta Heim and Veronica Bergan
Educ. Sci. 2024, 14(11), 1212; https://doi.org/10.3390/educsci14111212 - 4 Nov 2024
Cited by 3 | Viewed by 2055
Abstract
The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions [...] Read more.
The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
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