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


  • Craig Peters Cape Breton University


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.

Author Biography

Craig Peters, Cape Breton University

Craig Peters is a high school math and science teacher who has taught the International Bachelorette program in Bergen, Norway. He also has worked as a Research Assistant at the University of Bergen where he developed a PhD proposal about motivating academics to use active teaching in higher education. Craig holds a Bachelor of Science from Acadia University and Master of Education and Master of Business Administration, both from Cape Breton University. Craig, his wife Stacey and son Michael currently reside in Cambridge, Massachusetts