Indigenous Research Methodologies in Sámi and Global Contexts

Virtanen, Pirjo Kristiina; Keskitalo, Pigga; Olsen, Torjer A.

doi:10.1163/9789004463097

Cited by 15 publications

(6 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To decolonise or indigenise knowledge (Virtanen et al, 2021, p. 12) and ways of knowing, we used critical Indigenous pedagogies and methodologies (Bleazby et al, 2022;Gaudet, 2016;Kuokkanen, 2000;Smith, 2010;Virtanen et al, 2021). Critical Indigenous pedagogies take different approaches.…”

Section: Theoretical and Methodological Positioning And Reflexivitymentioning

confidence: 99%

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

Skogvang,

Bruno Massao

2024

NTPK

View full text Add to dashboard Cite

This article aims to explore how Indigenous knowledge and skills acquired at Sámi festivals can supplement and critically inform knowledge in the Norwegian formal education system. The empirical data for this study are derived from extensive fieldwork (2009–2019) comprising observations of Riddu Riđđu festival participants, and semi-structured in-depth interviews with open-ended questions conducted with festival participants and volunteers who also work at different educational and cultural institutions, such as schools, language centres, libraries, and museums. We applied an Indigenous paradigm and methodology (Koukkanen, 2000; Smith, 2010) that favours land- or place-based pedagogies (Thornton, et al., 2021; Wildcat et al., 2014), along with a holistic research method approach. The results show that Sámi/Indigenous festivals have been and still are crucial in revitalising Sámi cultures and ways of knowing that are still marginalised in mainstream education systems. The Indigenous knowledge and skills acquired at Sámi and other Indigenous festivals have the potential to supplement and critically inform knowledge in formal education systems such as schools, teacher education, libraries, and museums.

show abstract

Section: Theoretical and Methodological Positioning And Reflexivitymentioning

confidence: 99%

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

Skogvang,

Bruno Massao

2024

NTPK

View full text Add to dashboard Cite

show abstract

“…The Sámi people also live in mid and northern parts of Sweden, northern Finland, and the Kola Peninsula in Russia. There are around 75 000-100 000 Sámi people living in these four countries, of these about 45 000 in Norway (Virtanen et al, 2021). The communities inhabiting Northern Norway possess a rich cultural heritage, with the indigenous Sámi people adding layers of history and identity to this context (Gaski, 1997).…”

Section: The Context Of Multisensory Food Experiences In Northern Norwaymentioning

confidence: 99%

Multisensory Eating Experiences in Northern Norway: An Exploratory Study

Tran,

Veflen,

Jørgensen

et al. 2024

Preprint

View full text Add to dashboard Cite

Intrinsic and extrinsic sensory elements influence our food experiences. However, most research in extrinsic multisensory aspects of food has centered on WEIRD (White, Educated, Industrialized, Rich, and Democratic) urban participants. This study breaks from this by investigating multisensory eating experiences in the context of Northern Norway, a region characterized by distinct seasonal shifts, harsh arctic weather, unique atmospheric phenomena (e.g., the midnight sun and northern lights), limited food growth opportunities, and a rich Sámi cultural heritage. Our exploratory research used participant observation and interviews, involving four researchers from diverse backgrounds who closely examined multisensory food experiences within four Northern Norwegian food-related tourism businesses, all infused with Sámi cultural elements. Four themes emerged: 1) Experience elements, involving elements associated with plants, animals, and non-animate objects. 2) Bipolar concepts, which refer to contradicting dimensions where experience elements varied, notably in the interplay between Sámi and Norwegian traditions. 3) Sensory stories, which highlight the narratives, enriching the eating experience with context, such as tales of dining under the captivating northern lights. 4) Values which indicate guiding principles shaping these experiences on a broader scale, emphasizing support for local traditions and culture. Our main contribution is the presentation of a new contextual framework of multisensory eating experiences which can be applicable to studying eating experiences in other contexts.

show abstract

“…Also, they have distinct languages and traditions, and are in a minority situation-and for quite some time, also subject to colonization and assimilation (Gjerpe, 2017;Olsen, 2019). Today, the Nordic states of Norway, Sweden, and Finland have, to varying degrees, acknowledged their active role in the oppression and assimilation of the Sámi communities, as well as recognized-to varying degrees-the Sámi as an Indigenous people (Virtanen et al, 2021). All three states have initiated truth and reconciliation commissions to deal with their respective assimilation and oppression pasts.…”

Section: Introductionmentioning

confidence: 99%

Performing nationalism – Sámi culture and diversity in early education in Norway

Danielsen

Olsen

Eide

2023

European Educational Research Journal

View full text Add to dashboard Cite

Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on policy analysis and interviews in kindergartens investigates how the notion of “Sàmi culture” is part of the national Framework Plan (FP) for kindergartens and how it is understood and implemented in kindergartens. The concept of everyday nationalism sheds light on tensions involved in including indigenous rights and perspectives in a national Framework Plan. Including indigenous rights and cultures as part of a national Framework Plan can widen the content of what it means to belong in a national state as well as sharpen the lines and maintain boundaries. Conceptions of diversity are an integral part of the messiness involved in drawing boundaries and in the making of the everyday nationalism, suggesting that the relationship between diversity and everyday nationalism deserves more interrogation.

show abstract

Indigenous Research Methodologies in Sámi and Global Contexts

Cited by 15 publications

References 62 publications

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

Multisensory Eating Experiences in Northern Norway: An Exploratory Study

Performing nationalism – Sámi culture and diversity in early education in Norway

Contact Info

Product

Resources

About