This article touches upon key issues of equity and social justice in Sámi education in Finland, taking into account various perspectives on quality in Indigenous education and its desired outcomes as seen by authorities, teachers, parents, pupils and elders (N=10). A content analysis of these perspectives and practices seeks to define the main features of successful teaching and identify the developmental issues that arise in diverse settings. Furthermore, as a case study, video recordings and teacher-simulated recall are analysed in the context of Sámi language education outside the Sámi Homeland are to describe daily practices in Sámi education. This case study is part of international UNESCO research about improving the lives of Indigenous youth worldwide.
|Publication status||Submitted - 2021|
|MoEC publication type||A1 Journal article-refereed|