Building Indigenous Futures with Minecraft: A Sámi Educational Perspective

Abstract

Throughout the 21st century, digital gaming environments have been widely used in Nordic education to engage students, deepen learning across subjects, foster social skills, and promote 21st-century digital literacy. In Sámi education, however, the use of digital games is primarily constrained by the limited availability of games in the Sámi languages, Sámi-specific content in existing games, and the usability of these games in Sámi language education. Teachers also require training in the use of digital learning games in Sámi education. In Sámi education, teachers not only need technical proficiency but also the ability to utilise technology to pass on traditional knowledge and language, embedded in Sámi culture, to future generations. This article discusses experiences with the use of Minecraft in Sámi education and the teaching of Sámi content within Norwegian education. The authors have taught the use of Minecraft in both Sámi and Norwegian teacher education and have developed content specifically for this purpose based on Sámi educational values. The first author has translated Minecraft into Northern Sámi. The article takes a narrative approach, discussing how Minecraft is suited for teaching Sámi content and language, and which pedagogical approaches can be considered when using Minecraft in education.