%0 Journal Article
%T Decolonizing Indigenous teaching: Renewing actions through a Critical Utopian Action Research framework
%A Ylva Jannok Nutti
%J Action Research
%@ 1741-2617
%D 2018
%R 10.1177/1476750316668240
%X This article describes experiences formed in connection with a case study in S¨¢mi schools. The S¨¢mi people live in the northern part of the North Calotte region and among the world¡¯s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers¡¯ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ¡®rediscovered¡¯ knowledge and reinterpreted that knowledge in a teaching setting. The teachers¡¯ autonomy was strengthened and the teachers¡¯ active efforts empowered them
%K Critical Utopian Action Research
%K culture-based teaching
%K decolonization
%K ethnomathematics
%K Indigenous knowledge
%K S¨¢mi school
%U https://journals.sagepub.com/doi/full/10.1177/1476750316668240