ation " ▁had ▁given ▁S á mi ▁nom ads ▁the ▁right ▁to ▁use ▁gra zing ▁land ▁in ▁the ▁areas ▁of ▁the ▁country ▁that ▁were ▁situated ▁above ▁rural ▁communities . ▁These ▁territ ories , ▁however , ▁were ▁eventually ▁adopted ▁by ▁new ▁sett lers , ▁a ▁process ▁that ▁has ▁been ▁character ized ▁as ▁" r ural ▁colon ization ", ▁so ▁that ▁the ▁rein de er ▁her ds ▁were ▁pushed ▁away ▁from ▁the ▁known ▁gra zing ▁areas . ▁The ▁S á mi ' s ▁li ability ▁for ▁rein de er ▁dam ages ▁remained ▁however . ▁ ▁Question s ▁of ▁territory ▁and ▁gra zing ▁rights ▁were ▁particularly ▁a ▁problem ▁in ▁the ▁Southern ▁S á mi ▁areas . ▁In ▁the ▁Northern ▁S á mi ▁areas ▁of ▁T rom s ▁and ▁Finn mark , ▁the ▁biggest ▁challenge ▁was ▁Norwegian ization , ▁within ▁" sch ools , ▁indust ries , ▁the ▁church , ▁defense ▁and ▁intelligence ▁- ▁often ▁in ▁a ▁close ▁( and ▁int imate ) ▁relation ". ▁The ▁pressure ▁was ▁particularly ▁directed ▁at ▁S á mi ▁in ▁" trans itional ▁districts " ▁in ▁coast al ▁areas ▁and ▁remote ▁f j ords . ▁A ▁part ▁of ▁this ▁was ▁due ▁to ▁the ▁school ▁governor ▁not ▁wanting ▁S á mi ▁teachers ▁to ▁teach ▁in ▁S á mi ▁villages ▁where ▁they ▁could ▁" be ▁to ▁the ▁det r iment ▁of ▁their ▁S á mi ▁knowledge "; ▁they ▁should ▁therefore ▁be ▁sent ▁to ▁non - S á mi ▁villages . ▁ ▁Out side ▁of ▁N ams os , ▁the ▁S á mi ▁school ▁in