Browsing by Subject "saamelaiset"

This paper looks at how culturally relevant and culturally sensitive pedagogy takes place in the preschool education of the Sámi, and why education that emphasizes cultural distinction is needed. This question is part of a larger discourse about the place of culture in multicultural education. Fred Dervin, professor of multicultural education at Helsinki University represent a more critical voice in the discourse. Dervin has criticized the use of the term "culture" in education and pedagogy related discourse. The term "culture" has no unambiguous meaning and additionally it can be used as an excuse in many difficult situations. According to the UN declaration on indigenous people, article 8, “[i]ndigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture.” Furthermore, the 15 article states: “Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.” Not taking culture seriously in the early childhood education and care of the Sámi would therefore be against the rights of indigenous peoples. Therefore it is of importance to analyze and think about how Sámi culture can be recognized in early childhood education and care and what benefits this could incur. The used material is contains both national preschool pedagogical programs and specific Sámi equivalents. These programs were analyzed in a theory grounded manner using qualitative content analysis. In both the national and Sámi preschool pedagogical programs features of cultural relevant and responsive pedagogy were present. These programs contained particularly content aiming at the preservation and revitalization of Sámi culture. In the national program, however, there is no statement about the intrinsic value of Sámi culture and no requirement of reflection on social power relations. Remarks in both the national and the Sámi early childhood education and care plans allow for culturally relevant and culturally responsive pedagogy to be put in place. They do so by integrating cultural content into teaching and by supporting linguistic skills, knowledge of cultural heritage, and by widely utilizing cooperation with parents and other actors.