Reframing Social Sustainability for Indigenous Education in the South Saami Context

This chapter proposes a tentative framework for social sustainability within the South Saami Indigenous educational context in Norway, using the Quality Use of Research Evidence (QURE) Framework to discuss its results. The study explores four key concepts of social sustainability – equity, safety, eco-prosumption, and urban form ( Eizenberg & Jabareen, 2017 ) – through the lens of previous educational research, particularly in early childhood education (ECE). Using a descriptive literature review, this study examines 11 research papers, most of which focus on ECE, to adapt the social sustainability framework to the realities of South Saami education. The findings emphasise the importance of equity, highlighting justice, inclusion, and the fair distribution of resources as critical to cultural preservation through education. Safety is discussed in terms of protecting traditional Saami livelihoods from external threats, such as climate change and industrial activities, while ensuring culturally safe learning environments for South Saami children. The concept of eco-prosumption is explored through traditional practices like reindeer herding, which reflect sustainable, community-oriented approaches to production and consumption and can inform ECE curricula. Urban form is considered in relation to the physical design of educational and community spaces, ensuring they align with cultural values and promote cohesion and environmental sustainability. By integrating traditional ecological knowledge into the social sustainability framework, this study enhances its relevance and applicability to South Saami ECE. The discussion presents a tentative framework for social sustainability within South Saami education, guided by the QURE Framework’s emphasis on enabling conditions at the individual, organisational, and system levels. This culturally responsive approach moves the preservation of the South Saami language and culture from the margins to the centre, positioning ECE as a critical foundation for social sustainability. Ultimately, this study contributes to a more inclusive and Indigenous-informed understanding of sustainability, one that respects and supports Indigenous rights through education.