Exploring Shared Practices and Lessons Learned from Circumpolar Culturally-Relevant Teacher Training (CRTT

Craig Peters

There has been a decline in language use because of a history of colonization and assimilation. This trend shows the need for restoring Indigenous language and culture through teacher education. Several authors have claimed that incorporating Indigenous ways of knowing into schools is the first step towards decolonization of education and self-determination. Norway and Canada, particularly in the context of Sami and Inuit peoples, are ideal to be used as case studies that can facilitate the shared challenges and lessons learned for implementing from Circumpolar Culturally-Relevant Teacher Training (CRTT) in Circumpolar Indigenous cultures. The author concludes this paper with recommendations to implement CRTT and provides justifications to enable self-determination of Indigenous education.