Building Sámi Language Higher Education: The Case of Sámi University of Applied Sciences

Abstract

This chapter focuses on the development of an indigenous Sámi language higher education institution; from its early establishment as the Sámi University College to its current status as the Sámi University of Applied Sciences. In its advancement, priority has been given consciously to indigenous language, both as a subject and as a means of instruction. Indigenous knowledge and scientifically “approved” (mainstream) knowledge have been treated as equally valid in program curriculum and content development. Collective aspirations, motivation, inspiration, limitations, obstacles, challenges, solutions, and success have been analyzed in this chapter using key elements of transformative theory (Smith, Indigenous struggle for the transformation of education and schooling. Keynote Address to the Alaskan Federation of Natives (AFN) Convention, Anchorage, Oct 2003. http://ankn.uaf.edu/curriculum/Articles/GrahamSmith/index.html. Accessed 15 Jun 2016, 2003). The main analytical tools are the concepts of language knowledge, knowledge transfer, knowledge creation, and knowledge reclamation – originally derived from the Maori conceptual framework of Matauranga Maori (Black, Enhancing Mātauranga Māori and global indigenous knowledge. In: Black T (ed) Mātauranga Māori and indigenous knowledge. NZQA: New Zealand Qualification Authority, Wellington, pp 5–10. http://www.nzqa.govt.nz/assets/Maori/Te-Rautaki-Maori/Publications/Enhancing-Mtauranga-Mori-and-Global-Indigenous-Knowledge.pdf, 2014). These tools have been applicable to indigenous Sámi knowledge transition and the institutional development of Sámi language higher education. This chapter also shows, how the Sámi metaphor of Guovssanásti (The Morning Star) has acted as a designation of the institution, connecting the development process to the Sámi value system. In addition, the metaphor of building of a traditional Sámi tent (lávvu) has shaped an epistemological platform of the institution. The advancement of indigenous Sámi language higher education and research has occurred in a context of a great internal and external diversity. There are a variety of Sámi languages, cultural characteristics, and traditional means of livelihood, which have been influenced by many strong majority languages, cultures, religions, and political and educational systems across the borders of four national states. Future development perspectives have been suggested using four analytical concepts related to teaching in indigenous higher education: controversy, analysis, intellectual freedom, and engagement with complexity, diversity, and uncertainty (Andreotti et al., Epistemological pluralism: ethical and pedagogical challenges in higher education. AlterNative 7(1):40–50, 2011). The case of Sámi University of Applied Sciences is a novel solution for indigenous education and continues to attract the attention of indigenous and mainstream institutions worldwide.