Teacher professionalism in Sámi early childhood education: Working at the cultural interfaces

Abstract

This article aims to deepen understandings about the potential for Sámi onto-epistemologies to contribute to a (re)conceptualisation of teacher professionalism. Sámi early childhood teachers work at cultural interfaces, where multiple expectations, interests, demands and goals are present, and where the teacher's task is to weave them together. The article generates four dimensions of teachers’ intercultural competence connected with Sámi onto-epistemologies to explore Sámi early childhood teacher professionalism in the context of cultural interfaces. The dimensions of teachers’ intercultural competence include: pedagogical knowledge and awareness; pedagogical skills; attitudes, values and individual backgrounds; and being active in creating change. This article highlights that implementing Sámi early childhood professionalism involves transferring Sámi traditional educational knowledge and practices to formal educational settings, which in turn holds the potential for Sámi onto-epistemologies to radically alter pedagogical practice. The authors argue that Sámi early childhood professionalism involves conscientisation as a process of awareness-raising, resistance and change. The article concludes by stressing the centrality of dialogue as a powerful method to reconceptualise and enact Sámi early childhood professionalism.