id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
cice-11464	Keskitalo, Pigga; Uusiautti, Satu; Määttä, Kaarina	How to Make the Small Indigenous Cultures Bloom? Special Traits of Sámi Pedagogy in Finland	2012	12	.pdf	application/pdf	6248	410	52	Many Sámi teachers act as pioneers in renewing Sámi education, but they should be systematically supported in Teaching components Sámi pedagogy Ordinary teaching The pupil’s role Active, autonomous, flexible Passive, responsive The teacher’s role Advising, guiding, trusting Dominating, distributing information The curriculum Local, appreciates and strengthens Sámi culture National Educational goals Cultural-sensitive, based on co-operation with the indigenous community National Conception of time Cyclic, flexible Linear Conception of place Connected with nature, wider than the classroom Classroom-bound Conception of knowledge Holistic, constructivist idea of learning Subject and time allocation divided according to textbooks and lessons Interaction Communality and co-operation Formal, controlled by teacher Table 1. Special Traits of Sámi Education in Finland Pigga Keskitalo Sámi University College, Norway Satu Uusiautti University of Lapland, Finland Kaarina Määttä University of Lapland, Finland This article discusses smallness from the point of view of the Sámi, an indigenous people of the Arctic, and describes today’s Sámi education in Finland, the factors that have affected its formation and the challenges in strengthening it.	cache/cice-11464.pdf	txt/cice-11464.txt