Ethical Perspectives on Sámi School Research

2022

EJES

Self Cite

The Sámi is the only indigenous people in the EU. The Sámi live in the Arctic region in Finland, Norway Sweden, and Russia. Nature and natural lifestyles, respect for the nature and sustainability make an important part of the Sámi culture. Today’s rapid environmental, economic, and political developments pose a threat to the continuity of traditional values. Early childhood education (ECE) has a strong supportive role in the maintenance, transmitting, and strengthening of the Sámi cultures and languages. This research describes the implementation of Sámi ECE by the narratives of Sámi early childhood educators. Special focus is on the pedagogy educators use to strengthen children’s connectedness to nature, respecting nature and living in nature. The theoretical foundation is the eco-cultural theory. The Sámi Parliament has composed a core curriculum and a guide for the daily practices of the Sámi ECE. The research participants (N=23) represent various educational professions. The data comprised personal interviews. The data was analysed with qualitative content analysis. The significance of the nature appeared at many levels of ECE. The research provided grounds for early education which is culturally sustainable as it leans on the cultural tradition and the strong relationship with the nature. Article visualizations:<img src="/-counters-/edu_01/0933/a.php" alt="Hit counter" />

Section: Methodsmentioning

confidence: 99%

An Ecocultural Consideration of Sámi Early Childhood Education

Laiti

2022

EJES

Self Cite

“…The term refers to a researcher who has grown up in another culture, but through the reflection of her own experiences and values can understand the community she studies and supports its objectives. The second author has studied and developed Sámi pedagogical tools (see Keskitalo, Määttä & Uusiautti 2011, 2012a, 2012b, 2013Keskitalo, Uusiautti & Määttä 2012).…”

Section: Methodsmentioning

confidence: 99%

Sámi Early Childhood Education and Sustainability in the Arctic

Laiti

Köngäs

2022

IJRES

The Sámi are indigenous people living in Finland, Norway, Sweden, and Russia. There are about 10,500 Sámi in Finland. The traditional settlement area of the Sámi is located in the Arctic. Endangered Inari, Skolt, and Northern Sámi languages are spoken in Finland, and efforts are made to implement the traditions, principles, and values of indigenous culture. The traditional settlement area of the indigenous Sámi people is in the Arctic. The Sámi culture and languages are in a vulnerable position due to their present climate change. Early childhood education (ECE) is of particular value to contribute to the preservation and strengthening of indigenous culture and, consequently, to sustainable development in the Arctic. The purpose of this article is to describe Arctic sustainable Sámi early childhood education based on the perceptions and experiences of Sámi early childhood educators in Finland. The research shows that cultural sustainability was approached by using Sámi language in activities, supporting children’s Sámi identity, using materials and items important in culture, and having a tight connection with Sámi community.

“…previous studies have shown that in indigenous schools there is need for culturally sensitive thinking (balto, 1997;cochran-smith, 1995;darnell & hoém, 1996;Keskitalo, 2003;Keskitalo, 2010;Keskitalo, määttä, & uusiautti, 2011aKeskitalo, määttä, & uusiautti, , 2011blipka, 1998). furthermore, the term cultural sensitivity is employed: it means that various cultures are noticed and considered equal and cultural special characteristics are regarded as important and worth preserving.…”

Section: Research Focusmentioning

confidence: 99%

“…however, it has been present historically for a long time. the special features of sámi education are not considered sufficiently in teaching arrangements and these problems specifically originate in the history (Keskitalo, 2010;Keskitalo, määttä, & uusiautti, 2011aKeskitalo, määttä, & uusiautti, , 2011b. as the sámi do not have self-governance that would be fully materialized, it is not possible to develop sámi education from its own premises.…”

Section: History-bound Issues Of Sámi Educationmentioning

confidence: 99%

How to Develop Indigenous Peoples’ Education? Issues and Solutions of Sámi Education

Keskitalo

Uusiautti

2011

PEC

This research presents today's educational challenges of the only indigenous people group in Europe: the Sámi. The data was collected by school ethnography in Norway during 2001-2007 in six Sámi schools. In spite of the many centuries’ educational efforts, the Sámi have not managed to form their own school culture because the current school system has been imported in the Sámi areas by outsiders, namely western educators and missionary workers. Sámi education relates to a whole new dimension at a time when Norway is engaged in another Sámi primary school education reform, while in other countries inhabited by the Sámi people—Finland, Sweden, and Russia—the situation is much more challenging. In this study, results concerning the history-bound and practical problems of Sámi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop Sámi education. Key words: indigenous people, Sámi people, cultural sensitivity, primary school education, teacher education.