Abstract

This article provides glimpses into the practical implications of applying decoloniality in the Indigenous-non-Indigenous collaborative planning and implementation work for the pedagogical study unit of a new Sámi teacher education pilot program — Ketterä Korkeakoulu, which was carried out from 2019 to 2021. The focus of this research is on the nexus of social action that took place in the Pedagogical Working Group and its Follow Up Group meetings of the pilot program in order to trace decolonial gestures and the absence thereof. What decoloniality did and could potentially do in the curriculum planning and implementation process is discussed in this article using a mixed methodology of nexus analysis and thinking with theory. From a decolonial perspective, the planning and implementation work faced onto-epistemological challenges resulting in selective inclusion of Sámi content and pedagogy in the program. The study also shows gestures towards decolonial/Indigenous futurities and decolonial options for further inclusion of Sámi education trajectories in national Finnish curricula.