Mining Sapmi: Colonial Histories, Sami Archaeology, and the Exploitation of Natural Resources in Northern Sweden

Ojala, Carl-Gösta; Nordin, Jonas

doi:10.3368/aa.52.2.6

Cited by 43 publications

(8 citation statements)

References 13 publications

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“…The early history of archaeology in Sweden was closely connected with the emergence of the modern Swedish society (Jensen, 2002;Baudou, 2004;Goldhahn, 2005). Throughout the early modern and modern periods (from the early 17th century onwards), northern Sweden has largely been treated as a resource area for the central power in middle Sweden (Ojala, 2018;Ojala & Nordin, 2015. This structural relation still has a strong effect today on social and economic relations within Sweden, and has deeply influenced the structures of Swedish archaeology.…”

Section: Constructing Bronze Age Regions and Interregional Connectionsmentioning

confidence: 99%

“…Sápmi stretches across the nation state boundaries between northern Norway, Sweden, Finland and the Kola Peninsula in the Russian Federation. Archaeology in northern Sweden has been much more controversial than in the southern parts of the country, with connections to academic debates about the possibilities of ethnic interpretations based on archaeological material, as well as present-day conflicts over land and cultural rights, including conflicts over the exploitation of natural resources, such as mining, in Sápmi (see Ojala, 2009Ojala, , 2014Ojala, , 2019Ojala & Nordin, 2015).…”

Section: Northern Fennoscandia In the Bronze Age Networkmentioning

confidence: 99%

“…The question concerning prehistoric relations between north and south in Sweden is a complex issue, which is connected with current understandings of the relationships between "Swedish" and "Sámi" culture and identity through time, as well as views on early modern and modern Swedish colonial history in Sápmi (see discussions in Ojala, 2009Ojala, , 2014Ojala, , 2017Ojala, , 2018Hagström Yamamoto, 2010;Ojala & Nordin, 2015. Throughout much of the history of archaeology, Sámi culture and identity have been constructed as the "Other", in opposition to the ideas of national Swedish, Norwegian or Finnish identity and culture.…”

Section: Northern Fennoscandia In the Bronze Age Networkmentioning

confidence: 99%

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Northern Connections: Interregional Contacts in Bronze Age Northern and Middle Sweden

Ojala

2020

Open Archaeology

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This article examines northern connections in the Nordic Bronze Age, focusing on interregional contacts in middle and northern Sweden. In the article, we argue that it is important to incorporate a northern perspective in the discussions about the Scandinavian Bronze Age and its networks. We focus on the Mälaren Valley region, especially the province of Uppland, and the northern parts of Sweden, in particular the coastal areas of northern Sweden. We discuss some aspects of the archaeological material, which have been used in earlier discussions of interregional contacts in middle and northern Sweden during the Bronze Age, such as the Håga mound outside of Uppsala, and burial cairns and bronze artefacts in northern Sweden. Furthermore, we discuss eastern contacts with areas in present-day Finland and Russia, and how these have been interpreted in middle and northern Sweden. In our view, there is a need to critically examine interregional contacts and the construction of regional entities and borders in the Bronze Age. In order to better understand the relations between north and south, it is necessary to critically examine the research history behind the present-day conceptions of regions and borders, as well as the political dimensions and power relations involved.

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Section: Constructing Bronze Age Regions and Interregional Connectionsmentioning

confidence: 99%

Section: Northern Fennoscandia In the Bronze Age Networkmentioning

confidence: 99%

Section: Northern Fennoscandia In the Bronze Age Networkmentioning

confidence: 99%

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Northern Connections: Interregional Contacts in Bronze Age Northern and Middle Sweden

Ojala

2020

Open Archaeology

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“…Decolonial perspectives offer analytical tools to scrutinise on-going consequences of a colonial past; in that sense it can help to unfold structures of injustices that tends to occur as 'normal' and at the same time give voice to minority knowledges and experiences (Bhambra, 2014). The imposition of internal colonialism (see Hechter, 1975) by the Swedish government upon Tornedalians still to this day has a negative impact on the minority group's opportunities to engage in cultural and language practices, similar to the situation of populations in the global south or indigenous people (Tuck & Yang, 2012), for example the Sámi people (Ojala & Nordin, 2015). The decision to deploy decolonial theories in this article stems from a need to critically examine modern-day Tornedalian prerequisites to practise their minority group status to the fullest, through the integration of Tornedalian language and knowledge in a Swedish context, such as school.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’

Isling

2020

NJCIE

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This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’ Tornedalian cultural background is either more or less prominent, depending on the occasion. Particularly in the classroom context, teachers are obliged to mute and put aside their minority language, Meänkieli. Thus, they transform their behaviour and adopt a Swedish manner of conduct in their contacts with pupils. Consequently, teachers’ Tornedalian cul-tural identity becomes less prominent. Simultaneously, Swedish school culture takes precedence, and its authority controls what can be seen as proper educational subjects as well as the classroom’s social interactions. The analysis, guided by decolonising perspectives, reveals that minority language and cultural practices are mainly alive and active in the unofficial settings of the schools. These manifestations of resistance against the Swedish language and Swedish culture’s dominance of school practices, which remain alive in these decolonial pockets, is not organised and not part of official school practice. However, the conversations with school staff and pupils revealed that the competence, desire and strategies exist to ignite a pedagogy more inclusive of minority perspectives that can facilitate the transfer of Tornedalian minority knowledge and perspectives to pupils. This could empower decolonial Meänkieli practices and revitalise Tornedalian culture among young Tornedalians.

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“…In addition to its effects on fish and other wildlife, hydropower can make the migration over land more difficult, as large reservoirs of water (that seldom freeze over and create dangerous ice conditions when they do) block the route (Furberg, Evengård, and Nilsson 2011). Wind turbines occupy large areas that become difficult to use for grazing (Skarin, Sandstr€ om, and Alam 2018). All power projects involve construction periods and often require permanent infrastructure that fragments the land with clearly demonstrated effects on reindeer movement .…”

Section: Land Fragmentation and Other Stressorsmentioning

confidence: 99%

Coping with Fragmentation. On the Role of Techno-Scientific Knowledge within the Sámi Community

Löfmarck

Lidskog

2019

Society & Natural Resources

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The idea that different knowledge systems should be combined is prominent within environmental governance. This is not least the case regarding sustainability, for which indigenous knowledge is seen as crucial. While the practical challenges related to bridging knowledge systems are well documented, less is known about what it means from an indigenous perspective. Drawing on an interview study, this paper explores views on techno-scientific knowledge among the S ami (indigenous to Scandinavia and the Kola Peninsula of Russia). The analysis finds that techno-scientific knowledge is employed as coping strategies in the face of colonial stressors. Land fragmentation poses a particular threat to the S ami way of life, and in response, a number of modern techniques have been adopted. There is a clear sense that valuable traditional knowledge is being lost in the process, with consequences for both sustainability and S ami identity. The authors conclude that contemporary understandings of what cross-fertilization means need to be thoroughly reconsidered.

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Mining Sapmi: Colonial Histories, Sami Archaeology, and the Exploitation of Natural Resources in Northern Sweden

Cited by 43 publications

References 13 publications

Northern Connections: Interregional Contacts in Bronze Age Northern and Middle Sweden

Northern Connections: Interregional Contacts in Bronze Age Northern and Middle Sweden

Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’

Coping with Fragmentation. On the Role of Techno-Scientific Knowledge within the Sámi Community

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