Saami Educational and Knowledge Claims in School Systems of the Nordic Countries

Seurujärvi-Kari, Irja; Kantasalmi, Kari

doi:10.1007/978-981-10-1515-1_6

Cited by 3 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, the Norwegianisation policies toward Sámi have been a systematic part of the power and political structures (Balto & Østmo, 2012;Keskinen et al, 2016). Seurujärvi-Kari and Kantasalmi (2017) emphasised that there are similar histories of colonisation among indigenous peoples globally.…”

Section: Introductionmentioning

confidence: 99%

“I am Sámi, but I am not a Sámi”

Stenseth

2023

NJCIE

View full text Add to dashboard Cite

This article gives voice to coastal Sámi students and explores their negotiations over being Sámi or Norwegian within the Norwegian education system. Through interviews, students share insights on the extent to which education focuses on Sámi issues and reflect upon their identity. The article explores how youths negotiate personal identity within pre-existing structures by employing Archer’s theory on structure and agency as a backdrop. The changing phases in how ‘western’ societies view indigenous practices and knowledges are applied together with (de)colonial perspectives to understand (colonial) structures. Some key findings are that the coastal Sámi students’ identity negotiations are complex, as official discourses seem to restrict them from identifying as ‘real’ Sámi, and that the local Sámi is within a discursive void due to unintended consequences resulting from the unification in the centralised education system. In focusing on students and using the educational system as a backdrop, this article seeks to deepen the understanding of how society and the educational system in particular condition students’ notions of what it entails to be Sámi and how students negotiate their identity.

show abstract

Section: Introductionmentioning

confidence: 99%

“I am Sámi, but I am not a Sámi”

Stenseth

2023

NJCIE

View full text Add to dashboard Cite

show abstract

“…Taking into account that music has been one of the primary tools for cultural revival amongst the Sámi in recent decades (Hilder 2015) and that education has been identified by Sámi researchers as one of the most important arenas for cultural preservation and development (Keskitalo, Uusiautti, and Määttä 2012), music education may hold enormous potentials for realising Sámi rights, both within national education frameworks and in broader society. Whilst equality in, and through, Finnish state schooling has been subject to scholarly critique, also from the perspective of Indigenous rights (Keskitalo, Uusiautti, and Määttä 2012;Seurujärvi-Kari and Kantasalmi 2017), '[o]nly part of educational communication is focused directly on pedagogical interaction in schools' (Seurujärvi-Kari and Kantasalmi 2017, 111). As an important arena for music education, Finland's Basic Education in the Arts system assumes the form of a network of extracurricular music schools throughout the country.…”

Section: Introductionmentioning

confidence: 99%

A toothless tiger? Capabilities for indigenous self-determination in and through Finland’s extracurricular music education system

Kallio

Heimonen

2018

Music Education Research

View full text Add to dashboard Cite

In this article, we report an instrumental case study of extracurricular music education as an arena and means for securing the capability for selfdetermination among Finland's Indigenous Sámi population. Finland's egalitarian approach to education is rooted in complex, and at times contradictory, colonial legacies, raising questions as to whether or not mainstream education systems afford the Sámi the capability to enact their human and constitutional rights to sustain and develop their own languages, cultures, and worldviews. Through a critical analysis of international and national policy documents, and interview data from four Sámi music educators in Finland, we consider the capability for Indigenous self-determination as essential criteria for enacting social justice in, and through, music education.

show abstract

Rethinking Arctic sustainable development agenda through indigenizing UN sustainable development goals

Degai

Petrov

2021

International Journal of Sustainable Development & World Ec

View full text Add to dashboard Cite

Saami Educational and Knowledge Claims in School Systems of the Nordic Countries

Cited by 3 publications

References 6 publications

“I am Sámi, but I am not a Sámi”

“I am Sámi, but I am not a Sámi”

A toothless tiger? Capabilities for indigenous self-determination in and through Finland’s extracurricular music education system

Rethinking Arctic sustainable development agenda through indigenizing UN sustainable development goals

Contact Info

Product

Resources

About