The Role of the Sámi Media in Democratic Processes

Sara, Inker-Anni; Rasmussen, Torkel; Krøvel, Røy

doi:10.4324/9781003025511-26

Cited by 3 publications

(3 citation statements)

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“…Children's learning is traditionally organized in searvelatnja (Sara 2003). Searvelatnja is a learning arena in which different generations meet and have the opportunity to participate in ongoing shared activities (Balto and Kuhmunen 2014;Laiti Forthcoming).…”

Section: Foraging In Sámi Language Kindergartensmentioning

confidence: 99%

Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

Bergan,

Laiti

2023

Genealogy

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Early childhood education (ECE) institutions in Norway highly value nature and outdoor activities. The framework plan for kindergartens encourages that children get insights into the origin of food. The approach for imparting this knowledge incentivises foraging in kindergartens. The eco-ethology of humans is dependent on cultural values and practices and what is available for harvest in the local environments in different seasons. This paper explores the incentives and motivations for foraging in kindergartens in Norway through a qualitative approach. The data was collected from Sámi and Norwegian ECE professionals through on-site video documentation, group interviews, in-depth semi-structural interviews, and field notes. It was analysed using reflexive thematic analysis, in which the researchers had an active role in the process through reflexive engagement with theory, data, and interpretation. Three themes related to the incentives and motivations for foraging were found: (1) “viewpoints of nature”, (2) “transfer and production of knowledge”, and lastly (3) “motives and meaning for foraging”. Norwegian ECE professionals seemed to view nature as a place to explore outdoors (termed friluftsliv) and Sámi ECE professionals used nature for a practical purpose (termed meahcci). Nature was used by all the ECE professionals for transfer and production of knowledge. The motives and meaning for foraging in ECE settings in Norway originated from the cultural values of purposeful use of nature’s resources. Further studies are needed to investigate the prevalence and importance of foraging practices in ECE, especially in terms of its significance to education for sustainability.

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Section: Foraging In Sámi Language Kindergartensmentioning

confidence: 99%

Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

Bergan,

Laiti

2023

Genealogy

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“…As with searvelatnja, Eallinbeaivvit interweaves Indigenous knowledge, visual works, and mental and spiritual practices and ways of thinking in a holistic knowledge base. As a result, the values are transferred, as is the vision of a person as essentially good (Sara 2003, Balto 2008a).…”

Section: Searvelatnja; Home-based Learning Arenasmentioning

confidence: 99%

The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden

Balto,

Johansson

2023

IJPE

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The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.

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“…Áillohaš dikte: «luonddus lea iežas vuoidna/dat hupmá iežas giela/ gu landan/guldalan/ságastalanmuvieljaiguinmuoappáiguin/rásiiguin šat tuiguin elliiguin/geđggiiguin» (Valkeapää 2001: 212). Gaskavuođat eat namiin doalahuvvojit iešguđet vieruid ja doaimmaid bokte, main ad din jajuohkin leat guovddážis (Kuokkanen 2007;Sara 2010) Moaievttohetne,ahteovttastallan-doaba vástida relašunalitehta prin sihpa, mii lea eamiálbmogiid máilmmeipmárdusa vuolggasadjin .…”

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Ovttastallan: sámiid relašunalitehta ja dan vierut

Kuokkanen,

Mitkijá Balto

2024

SDA

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Relašunalitehta prinsihppa lea eamiálbmogiid máilmmeipmárdusa vuolggasadji. Dat lea maiddái eamiálbmotdutkamuša vuođđodoaba, mii hábme ee. metodologiijaid. Moai evttohetne, ahte ovttastallan-doaba jadasa gullevaš vierut vástidit eamiálbmogiid relašunalitehta prinsihpa. Moai guorahalle njealje dábálaš ovttastallanvieru ja dan, mo ovttastallan sáhttá doaibmat otnábeaivuohkin ja metodan čoavdit hástaleaddji servodatáššiid. Dasa lassin suokkardetne mo ovttastallama vierut doibmet sámiid árbevirolaš soabadallanvuohkin, man mii dávjá geavahit muhto man árvvu dahje mearkkašumi mii eat álo fuomáš. Mo ovttastallan lea min árbevirolaš vuohki soabadit, čoavdit oktasaš hástalusaid, háhkat ođđa áddejumi ja oktasaš dieđu ja dáinna lágiin ovddidit servodathuksema ja buresveadjima? Manne lea dehálaš loktet ovttastallamavieruid árvvu ja sajádaga otná sámeservodagas?

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The Role of the Sámi Media in Democratic Processes

Cited by 3 publications

References 0 publications

Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden

Ovttastallan: sámiid relašunalitehta ja dan vierut

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