Sámegiella ja sámi árbevirolaš máhttu fágaidrasttildeaddji barggus: Sámi árbevirolaš doaimmat ja oarjemáilmmi skuvlakultuvra

Abstract

Dán masterbarggus lea ulbmilin guorahallat giellaoahppama árbevirolaš doaimmaid bokte. Norggas váldet atnui ođđa fágaplánaid 2020 čavčča ja ođđa fágaplánain lea stuora deaddu fágaidrasttildeaddji fáttáin ja bargguin. Dat rahpá ođđa vejolašvuođaid bargat sámegiela oahpahemiin ođđa vugiiguin. Guorahalan sihke sámegielfága- ja eará fágaid fágaplánaid ja digaštalan vejolašvuođa lágidit oahpahusa mas oahppit barget sámi árbevirolaš, fágaidrasttildeaddji doaimmaiguin. Viidásit guorahalan fágaplánaid ja oarjemáilmmi skuvlakultuvrra, ja jus, dahje movt, dat heive oktii sámi árbevieruin. Dan oktavuođas maiddái geahčan sámi sisdoalu iešguđet fágaplánain, muhto maiddái gokko oahpaheaddjis lea vejolašvuohta lasihit sámi sisdoalu oahpahussii, earenoamážit sámi skuvllain. Ákkastalan manne sámi árbevirolaš doaimmat sáhttet leat buori váikkuhussan giellaoahppamii, ja maiddái guorahalan maid sáhttá ipmirdit sámi árbevirolaš doaibman. Dan oktavuođas lean čađahan jearahallamiid sihke fágabargiiguin ja eará olbmuiguin geain dieđán lea stuora máhttu sámi árbevirolaš doaimmain. Sin vásáhusaid ja dieđuid vuođul lean defineren mii sáhttá ipmirduvvot sámi árbevirolaš doaibman, muhto maiddái makkár ipmárdusat sáhttet doahpagiin dego árbevirolaš doaimmain, máhtus ja lihkadeamis. Geahčan maiddái movt dat boahtá ovdán skuvlaoahpahusas sámi skuvllain ja movt dat sáhttá váikkuhit giellaoahppamii. Ulbmilin lea geavahit mu bohtosiid hástalit boahttevaš sámi oahpaheddjiid geavahit sámi árbevirolaš oahpahanvugiid, ovddidit árbevirolaš doaimmaid sámegieloahpahusas, ja nu lágidit oahpahusa mii sáhttá nannet sámi ohppiid giela identitehtadovddu ja seailluhit sámi árbevieru. Dutkan čájeha ahte leat iešguđet vuogit ipmirdit sihke sámi árbevirolaš doaimmaid ja máhtu. Vuorrasit oasseváldiin lea holisttalaš geahčestat ja čatnet doaimmat duohta dillái mat dáhpáhuvvet eará bargguid oktavuođas. Nuorat oasseváldit oidnet doaimmaid ovttaskas doaibman. Holisttalašvuohta lea guovdil dálá pedagogihkas ja nanne fágaidrasttildeaddji doaimmaid ođđa fágaplánain.

This master’s thesis in the didactics of Sámi language examines language teaching and learning through Sámi traditional activities. In 2020, Norwegian schools with utilize new curriculums with a bigger focus on interdisciplinary schooling. This opens up new possibilities in language teaching. I research both the Sámi curriculums, along with other subjects to discuss the possibility for teaching both language and culture through practical, traditional Sámi activities. I examine where Sámi traditions can or should be included in both Sámi curriculums and Western education culture. In this context, I also explore the Sámi contents in different curriculums along with where a teacher has the possibility to include Sámi tradition in the classroom, especially in Sámi schools. I discuss why and how learning through Sámi traditional activities can have a positive effect on language learning. In order to do that, I must discuss and define what Sámi traditional activities are and can be. For this purpose, I have conducted multiple interviews with both teachers and other people with big, relevant knowledge about Sámi traditional activities. It is through their experiences and knowledge that I have tried to define Sámi traditional activities and knowledge, but also how the different informants understand these concepts. I also researched how Sámi traditional activities are utilized in Sámi schools and how they can affect language learning. My purpose is to use this research to encourage future Sámi teachers utilize traditional Sámi ways of teaching, and to include more traditional activities when teaching, and in that way help them strengthen Sámi students’ language and Sámi identities and to preserve Sámi culture. My research shows there are different ways to perceive Sámi traditional activities and knowledge. The elder informants have a holistic way of viewing traditional knowledge and often tie it to real life activities. Holistic methods are becoming more relevant in pedagogy and strengthens interdisciplinary schooling.