{"id":2251,"date":"2014-08-14T13:42:48","date_gmt":"2014-08-14T11:42:48","guid":{"rendered":"https:\/\/site.uit.no\/aigecala\/?p=2251"},"modified":"2016-04-05T15:13:09","modified_gmt":"2016-04-05T13:13:09","slug":"sda-1-2-2009_lauhamaa","status":"publish","type":"post","link":"https:\/\/site.uit.no\/aigecala\/sda-1-2-2009_lauhamaa\/","title":{"rendered":"SD\u00c1 1-2-2009: Pigga Lauhamaa"},"content":{"rendered":"<div class=\"entry-content\">\n<div class=\"entry-content\">\n<h2>S\u00e1mi vuolggasaji nannen oahpahusas \u2013 ritu\u00e1lat guovdd\u00e1\u017eis<\/h2>\n<h3>Pigga Lauhamaa (S\u00e1mi allaskuvla)<\/h3>\n<p>Vie\u010d\u010da artihkkala <a href=\"https:\/\/site.uit.no\/aigecala\/wp-content\/uploads\/sites\/8\/2014\/08\/SDA-1-2-2009-lauhamaa.pdf\" target=\"_blank\">d\u00e1s<\/a> (pdf).<\/p>\n<h3><i>Strengthening Sami Foundations in Instruction<br \/>\n<\/i><\/h3>\n<p>The implementation of a Sami curriculum is challenging in schools that are located in the Sami region of Norway. Socialisation, or the way schools adapt students to society, and enculturation, or the role that Sami culture plays in schools, conflict with each other. For this reason, schools need more intermediary factors that would narrow the differences between the mainstream culture and Sami culture. According to the results, the Sami schools that participated in the study do not make sufficient use of various traditional or alternative teaching techniques and practices for organising teaching that has a link to Sami culture. For instance, local people, nature and flexible timetables played only a limited role in teaching practices. In this article, the rituals of the Sami school are further examined. Timetables, classrooms as physical environment and teacher behaviours are understood as rituals. Sami schools should rethink these rituals when considering its shape and function.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>S\u00e1mi vuolggasaji nannen oahpahusas \u2013 ritu\u00e1lat guovdd\u00e1\u017eis Pigga Lauhamaa (S\u00e1mi allaskuvla) Vie\u010d\u010da artihkkala d\u00e1s (pdf). Strengthening Sami Foundations in Instruction The implementation of a Sami curriculum is challenging in schools that are located in the Sami region of Norway. Socialisation, &hellip; <a href=\"https:\/\/site.uit.no\/aigecala\/sda-1-2-2009_lauhamaa\/\">Les videre <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":357,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[142],"tags":[146,156,155],"class_list":["post-2251","post","type-post","status-publish","format-standard","hentry","category-artihkkalat","tag-oahppoplana","tag-sameskuvla","tag-skuvlavuogadat"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/posts\/2251","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/users\/357"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/comments?post=2251"}],"version-history":[{"count":5,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/posts\/2251\/revisions"}],"predecessor-version":[{"id":2257,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/posts\/2251\/revisions\/2257"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/media?parent=2251"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/categories?post=2251"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.uit.no\/aigecala\/wp-json\/wp\/v2\/tags?post=2251"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}