Exploring science education from a Saami perspective in teacher education

The aim of this study is to explore how Saami perspectives can be integrated in science education to develop students' understanding of, for example, sustainability issues or biological diversity. In doing this, it is possible to trouble the colonial legacy of science education in Sweden with an aim to explore possibilities for overcoming institutionalised blindness and developing ideas for a culturally responsive science education. 

In a first step, science teaching and learning including Saami knowledge will be mapped and form a basis for the development of teaching in teacher education. In a second step, Saami perspectives in science education will be implemented for teacher students and teacher students’ experiences from the implementation will be analysed. The project is a further development of a pilot project carried out by Mid Sweden University, Stockholm University and Noerhtenaestie (Västernorrlands Sameförening).