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The article draws on prior studies and newly analyzed data, situating Sámi education within debates on language planning, sustainable languaging, and the need for careful protection of small indigenous languages. It also argues for Sámi educational sovereignty.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-to-make-the-small-indigenous-cultures-bloom-special-traits-of-sami-education-in-finland/599601/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-to-make-the-small-indigenous-cultures-bloom-special-traits-of-sami-education-in-finland/599601.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose regarding Sámi education?","Question",{"text":112,"@type":113},"To provide ideas for developing Sámi education and to encourage methods rooted in indigenous peoples’ own cultural premises.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect Sámi education with language planning?",{"text":117,"@type":113},"It links Sámi education to the concept of sustainable languaging, arguing that small (indigenous) languages require protection to preserve linguistic diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does the article highlight for small indigenous populations in education?",{"text":121,"@type":113},"It discusses difficulties such as achieving economies of scale, developing culturally relevant curriculum materials, conducting cost-effective examinations, and providing suitable higher education opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599601,1792210219,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","How to Make the Small Indigenous Cultures Bloom? Special Traits of Sámi Education in Finland  \nPigga Keskitalo  \nSámi University College, Norway  \nSatu Uusiautti  \nUniversity of Lapland, Finland  \nKaarina Määttä  \nUniversity of Lapland, Finland  \nThis article discusses smallness from the point of view of the Sámi, an indigenous people of the Arctic, and describes today’s Sámi education in Finland, the factors that have affected its formation and the challenges in strengthening it. The purpose of the article is to provide ideas to develop Sámi education and encourage discovering methods that emanate from indigenous peoples’ own cultural premises. This article is based on our previous studies and data that we further analyzed into theoretical tools. Here, we discuss what it would mean to the Sámi to have a sovereign educational system. The challenges are viewed especially from the point of view of the Sámi being a small assemblage that inhabits four countries.  \nIn The Language Garden Analogy, Ofelia García (2011) uses powerful words to portray language planning and refers to “sustainable languaging”: language planning must maintain a futureorientation, becoming dynamically situated in social context. Language diversity makes for a richer, more interesting, and more colorful world. Small (indigenous) languages need careful language planning and protection to preserve linguistic diversity in the world. Sometimes radical action may be taken to make small cultures and languages bloom (Garcia, 2011) .  \nIn this article, we present a small indigenous population as adding cultural and linguistic diversity and address issues associated with smallness as experienced by those indigenous populations when it comes to education. We will present the challenging historical-cultural background of the Sámi followed by a description of the present educational situation of the Sámi people. Then, we discuss the importance of finding ways to implement the Sámi culture in education. Finally, we argue that the Sámi should be seen as a small assemblage that would benefit from having (educational) sovereignty and language revitalization. We will discuss what it means for a small indigenous population to be considered a ‘small assemblage’– and how this viewpoint could contribute to the discussion of challenges that indigenous peoples face. This article is based on our previous studies on Sámi education in Norway and Finland (see Keskitalo 2010; Keskitalo & Määttä, 2011, 2012; Keskitalo, Määttä, & Uusiautti, 2011a, 2011b, 2012) that is now expanded through the theoretical analysis on the Sámi as a small assemblage. In this study, we ground our analysis on the data from Finland. The first study in Finland was carried out in 2005–2008: it was a school ethnography in elementary instruction at five schools in Finland including the analysis of the Finnish core curriculum for comprehensive education and interviews among ten teachers. The objective was to understand and present the state of Sámi education in Finland. Our latest study was conducted among teachers from the schools and daycare centers of the Sámi Domicile Area, local school authorities and representatives of the Finnish and Norwegian Sámi Parliamentsand higher education (n=64, including people from all of these groups) who participated in the Sámi Pedagogy Conference in 2011 and were asked to share their experiences of Sámi education.  \nIn this article, we will view theSámi’s position as a small jurisdiction by focusing onSámi education, as education can be seen as the means of strengthening a small assemblage’s autonomy. Godfrey Baldacchino (2006) suggests that “autonomies” should be recognized as viable politico-economic units in their own right. He also uses the concept of “nations without states”(p. 854) to refer  \n© 2012 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education 15(1): 52-63.  \nHow to Make the Sm","cbCaiutX3jD5w4mL","https://ap.wps.com/l/cbCaiutX3jD5w4mL","pdf",276356,12,"English","# Introduction\n## Smallness, language planning, and sustainable languaging\n## Sámi education in Finland and study background\n## Sovereignty, small jurisdictions, and challenges\n## Sámi population and educational opportunities","[{\"question\":\"What is the article’s main purpose regarding Sámi education?\",\"answer\":\"To provide ideas for developing Sámi education and to encourage methods rooted in indigenous peoples’ own cultural premises.\"},{\"question\":\"How does the article connect Sámi education with language planning?\",\"answer\":\"It links Sámi education to the concept of sustainable languaging, arguing that small (indigenous) languages require protection to preserve linguistic diversity.\"},{\"question\":\"What challenges does the article highlight for small indigenous populations in education?\",\"answer\":\"It discusses difficulties such as achieving economies of scale, developing culturally relevant curriculum materials, conducting cost-effective examinations, and providing suitable higher education opportunities.\"}]","How to Make the Small Indigenous Cultures Bloom - Special Traits of Sámi Education in Finland | PDF",1792089090]