Sámi Education

Keskitalo, Pigga; Määttä, Kaarina; Uusiautti, Satu

doi:10.3726/978-3-653-01975-9

Cited by 42 publications

(30 citation statements)

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“…When its aim is to describe the school, one should take account these aspects: school contains the material and economic environment, the physical space, the cultural and social environment, the lingual and semantic space, and the human space; in other words, the communication space and the learning environment (Keskitalo et al, 2012, p. 208;Keskitalo et al, 2013). Phenomenon could be narrated through a montage concept that erects the environmental action mis-en-scéne.…”

Section: Tasks and Assignments Of Mediating Sámi Researchmentioning

confidence: 99%

The definition and task of mediating Sámi research

Sarivaara¹,

Keskitalo²

2016

IJRSE

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Mediating Sámi research is a means for solving a severe phenomenon in society whereby structural power challenges everyday practices among Indigenous peoples. In this context, pedagogical Sámi research deals with multi-methodological education research. Moreover, it searches for ways to base Indigenous institutional education on Indigenous knowledge, traditions, and cultural context. Pedagogical Sámi research is a means to resolve the legacy of assimilation and, in particular, language shift. Sámi education that is based on a mediating role plays an important part in efforts to revive Indigenous languages and cultures.

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Section: Tasks and Assignments Of Mediating Sámi Researchmentioning

confidence: 99%

The definition and task of mediating Sámi research

Sarivaara¹,

Keskitalo²

2016

IJRSE

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“…This borderless cultural region is commonly known as Sápmi, Sábme, and Saepmie in the three official Sámi languages used in Norway. A wide variety of research on indigenous education across all states exists (Keskitalo, Määttä, & Uusiautti, 2013;Keskitalo, Uusiautti, & Määttä, 2012;Kortekangas, 2017;Lantto, 2005;Svonni, 2015). However, for the purpose of this article, I focus on the Norwegian side of Sápmi; therefore, the context will be the Norwegian educational system.…”

Section: Introductionmentioning

confidence: 99%

From indigenous education to indigenising mainstream education

Gjerpe¹

2018

FLEKS

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The purpose of this article is to discuss the concept of “indigenous education” in Norway and Aotearoa New Zealand. The point of departure is that both states face a common challenge with regard to indigenous education: Valuable resources are used on indigenous schools, but the majority of indigenous students attend mainstream schools. The article claims that the emphasis on indigenous schools has been necessary and important as part of the indigenous political movement. Nevertheless, in order to achieve culturally appropriate education for all indigenous pupils, this article argues that there is a need to indigenise mainstream education.

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“…For example, in multilingual and multicultural educational practice, cultural conflicts can arise due to asymmetric power connections (Keskitalo, 2010). The concept of the bundle mediating Sámi education has been developed on the basis of joint educational activities and research (Keskitalo et al, 2013;Keskitalo & Sarivaara, 2014). Aikio (2010) states that as Sámi education has been discoloured by the long history of assimilation, the most important Sámi educational goal is therefore the teaching of coping skills.…”

Section: Mediating Structures In Revitalisationmentioning

confidence: 99%

“…The article is based on the researchers' extensive studies of assimilation, revitalisation and education in Norway and Finland (see e.g. Keskitalo, 2010;Keskitalo, Uusiautti, & Määttä, 2013;Sarivaara, 2012, in press;Sarivaara & Keskitalo, 2015). In addition to research work, they have long teaching experience both elementary and higher education levels, and thus have been able to follow and initiate the development of Sámi education.…”

Section: Introductionmentioning

confidence: 99%

Mediating Structures in Sámi Language Revitalisation

Sarivaara

Keskitalo

2016

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The revitalisation of the Sámi languages and support for language domains are central educational measures in the post-assimilation situation in Northern Europe. Taking critical indigenous education as the starting point, this metatheoretical article discusses language revitalisation through mediating structures. Mediating structures provide the tools necessary to use language revitalisation as a means to counter the legacy of assimilation that has seriously affected the Sámi languages and caused language change. The article brings together recent research on the revitalisation of the Sámi languages. These studies are oriented towards the present situation of the Sámi languages and efforts to revive the languages. Relying on previous studies as well as new research, the article presents a communal model of language recovery, which facilitates an increase in the number of language speakers and also supports language domains. Such a mediating language revitalisation model builds social harmony in a postcolonial situation. The article emphasises the key tasks involved in the recovery of endangered languages.

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Sámi Education

Cited by 42 publications

References 0 publications

The definition and task of mediating Sámi research

The definition and task of mediating Sámi research

From indigenous education to indigenising mainstream education

Mediating Structures in Sámi Language Revitalisation

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