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Introduction:Embracing Diversity in Sami Education Theory, Practice and Research
Get PDFSami 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).</p
Opintie sujuvaksi Lapissa
No full textOpintie sujuvaksi -selvityshanke tavoitteena käsitteli etnisiin ryhmiin kuuluvien oppilaiden koulupolkuja Lapissa.
Mikä siirtymävaiheessa koetaan ongelmalliseksi saamelaisoppilaiden kuvaamana? Miten siirtymää voidaan sujuvoittaa maahanmuuttajaoppilaiden kohdalle? Mitkä seikat nousevat esiin haastateltavien kokemuksista? Julkaisussa esitetään hankkeen aikana saatu tieto sekä ratkaisumalleja, joita voidaan käyttää sellaisenaan tai soveltaa tulevaisuuden koulusiirtymiä suunniteltaessa.
Julkaisussa pohditaan siirtymävaiheen merkitystä myös laajemmin eri asiantuntijoiden kirjoitusten kautta. Huomiota kiinnitetään saamelaispedagogiikkaan ja koulusensitiivisyyteen, onnistuneeseen koulupolkuun sekä koulusiirtymien merkitykseen elämänkaaressa ja kulttuurien rajapinnalla.Kirjoittajatiedot
Alkusanat
I Opintie sujuvaksi – etnisiin ryhmiin kuuluvat oppilaat koulupolun siirtymävaiheessa
1. Selvityshankkeen teoreettinen tausta, menetelmät ja eettiset kysymykset / Minna Körkkö, Sari Niemisalo, Maiju Saarreharju & Rauna Rahko-Ravantti
2. Maahanmuuttajaoppilaiden siirtymät perusopetuksesta toisen asteen koulutukseen Lapissa / Minna Körkkö & Sari Niemisalo
3. ”Koska siitä saa hyvän elämän” / Maiju Saarreharju & Merja Paksuniemi
4. Saamelaisnuorten opintie Lapissa / Rauna Rahko-Ravantti
5. Opintie sujuvaksi -hankkeen keskeiset tulokset
II Näkökulmia koulusiirtymiin
6. Saamelaispedagogiikka ja kulttuurisensitiivisyys / Pigga Keskitalo
7. Haasteena saavuttaa onnistunut koulupolku / Elli Heikkilä & Nafisa Yeasmin
8. Kulttuurien rajapinnalla: Koulusiirtymät elämänkaaressa / Tuija Turunen.ei tietoa saavutettavuudest
Students’ Language Attitudes in an Indigenous Sami School
Get PDFThis chapter discusses youth attitudes to the Sami language, and their experiences of language choice at school. The research material includes 18 survey questionnaires for the students, and 6 interviews and researcher’s classroom observations in a secondary school from 2009 to 2013. The research was conducted in a Sami core area in Norway in a secondary education school. Through questionnaires and student interviews, this chapter aims to give voice to youth in Sami region. Giving voice to the students and children and marginalised groups is seen as one of the tasks of educational research, and in developing equality in education. Through observations the researcher reveals everyday practices in the school. The survey and interviews show that most students felt confident in using Sami and Norwegian, as well as functioning in a bilingual community. Although the Sami language was seen as a key tool for integration into the local community, students were concerned about the future of the Sami language. They also felt responsible for passing the language on to future generations. The Sami language was considered to have a value of its own, and the students were motivated in learning and preserving the Sami language. The students showed language awareness and interest in the position of the Sami language. This chapter provides information about students’ attitudes to Indigenous Sami language and motivation for language learning, as well as about their experience with Sami language in the school environment. This information is relevant to developing Indigenous and minority education or bilingual educational institutions.This chapter discusses youth attitudes to the Sami language, and their experiences of language choice at school. The research material includes 18 survey questionnaires for the students, and 6 interviews and researcher’s classroom observations in a secondary school from 2009 to 2013. The research was conducted in a Sami core area in Norway in a secondary education school. Through questionnaires and student interviews, this chapter aims to give voice to youth in Sami region. Giving voice to the students and children and marginalised groups is seen as one of the tasks of educational research, and in developing equality in education. Through observations the researcher reveals everyday practices in the school. The survey and interviews show that most students felt confident in using Sami and Norwegian, as well as functioning in a bilingual community. Although the Sami language was seen as a key tool for integration into the local community, students were concerned about the future of the Sami language. They also felt responsible for passing the language on to future generations. The Sami language was considered to have a value of its own, and the students were motivated in learning and preserving the Sami language. The students showed language awareness and interest in the position of the Sami language. This chapter provides information about students’ attitudes to Indigenous Sami language and motivation for language learning, as well as about their experience with Sami language in the school environment. This information is relevant to developing Indigenous and minority education or bilingual educational institutions
Review of Indigenous Education and Sami Pedagogy:Key Tendencies and Notions
Get PDFThis chapter portrays Sami education as deeply rooted in culturally specific childrearing practices and traditional knowledge passed down from through generations, enduring across diverse institutional settings within Sami educational contexts despite historical challenges, including colonialism. Aligned with global advancements in Indigenous education, Sami education reflects ongoing efforts in cultural revitalisation and asserting cultural sovereignty. It underscores the broader objective shared by Indigenous worldwide: nurturing youth in their distinct cultures, deeply connected to the cosmology, land, and water of each Indigenous community. The chapter highlights Sami education as evolving from colonial state policies to address contemporary and future educational needs while acknowledging the ongoing risk of Sami language loss. It situates Sami educational development within the global discourse on Indigenous education, noting recent institutional enhancements driven by legal support and increased resources, which have catalysed significant changes at educational and societal levels. Challenges remain, including the enduring impact of colonialism and assimilation, underscoring the ongoing imperative to safeguard the well-being of Indigenous children, families, and communities.This chapter portrays Sami education as deeply rooted in culturally specific childrearing practices and traditional knowledge passed down from through generations, enduring across diverse institutional settings within Sami educational contexts despite historical challenges, including colonialism. Aligned with global advancements in Indigenous education, Sami education reflects ongoing efforts in cultural revitalisation and asserting cultural sovereignty. It underscores the broader objective shared by Indigenous worldwide: nurturing youth in their distinct cultures, deeply connected to the cosmology, land, and water of each Indigenous community. The chapter highlights Sami education as evolving from colonial state policies to address contemporary and future educational needs while acknowledging the ongoing risk of Sami language loss. It situates Sami educational development within the global discourse on Indigenous education, noting recent institutional enhancements driven by legal support and increased resources, which have catalysed significant changes at educational and societal levels. Challenges remain, including the enduring impact of colonialism and assimilation, underscoring the ongoing imperative to safeguard the well-being of Indigenous children, families, and communities
Ethics in Sami Educational Research
Get PDFIn this chapter, we discuss the ethical considerations in Sami educational research. The Sami live in four countries with diverse educational systems and research-related conditions and rules, so there are different kinds of guidelines as well as national rules and processes to be taken into account. In addition, there are implications of Indigenous rights which need to be considered in each particular research project concerning also research ethics. In this chapter, we look at the differences and commonalities that national practices and demands create for research that involves Sami topics in humanities and, more specifically, in educational research. This research has implications for the Indigenous research context. To build a just and sustain research process is a commonly shared challenge among Indigenous peoples globally. Additionally, historical consequences, power relations and challenges faced by Indigenous peoples all affect how research and research studies are viewed in Indigenous societies. We bring forth what currently needs to be done to conduct ethically safe and responsible educational research, if involving minors and Indigenous people. We also explore how to gain trust, and how to conduct research that benefits Indigenous society.In this chapter, we discuss the ethical considerations in Sami educational research. The Sami live in four countries with diverse educational systems and research-related conditions and rules, so there are different kinds of guidelines as well as national rules and processes to be taken into account. In addition, there are implications of Indigenous rights which need to be considered in each particular research project concerning also research ethics. In this chapter, we look at the differences and commonalities that national practices and demands create for research that involves Sami topics in humanities and, more specifically, in educational research. This research has implications for the Indigenous research context. To build a just and sustain research process is a commonly shared challenge among Indigenous peoples globally. Additionally, historical consequences, power relations and challenges faced by Indigenous peoples all affect how research and research studies are viewed in Indigenous societies. We bring forth what currently needs to be done to conduct ethically safe and responsible educational research, if involving minors and Indigenous people. We also explore how to gain trust, and how to conduct research that benefits Indigenous society
Opettajan taidot syrjässä:näkökulma opettajan työn todellisuuteen syrjäseuduilla ja opettajankoulutuksen mahdollisuuksiin vastata tähän todellisuuteen
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