Sami education has travelled on a long journey since the 1600s, resulting in diversity and different logics or knowledge regimes in education.1 This edited volume Girjjohallat girjáivuođa – Embracing Diversity: Sami Education Theory, Practice and Research, emphasises the profound need to navigate Sami education contexts while celebrating and enjoying diversity. Tasks of this nature are crucial and require attention and discussion, as Sami society and educational institutions find themselves in evolving situations shaped by long-standing processes of change and ongoing educational needs among minoritised Indigenous peoples (Keskitalo & Olsen, 2021). The vast scope of this volume is to provide an all-Sami perspective of Sami education, by scholars from institutions providing teacher education in various countries with a Sami population. These include authors on Sami education from Finland, Norway, Sweden and the Russian Federation. In addition, a Māori perspective is presented. In Aotearoa, New Zealand, scholars and teachers have developed a Kura Kaupapa Māori, a ‘by Māori, for Māori’ approach to schooling (Smith, 1999).