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- Belancic, Kristina, 1986-
(författare)
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Language policy and Sámi education in Sweden : ideological and implementational spaces for Sámi language use
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Sámi schools in Sweden, the use of the Sámi languages and Swedish as languages of instruction is regulated by government and education policy; legislation allows Sámi and Swedish to be used for teaching and learning. However, agency and personal beliefs about Sámi languages play important roles in language use. Indeed, ideological and implementational spaces can be opened or closed, and support or hinder the use of Sámi languages.This thesis explores language use in Sámi schools through a multidimensional qualitative lens of questionnaires, educational policy documents, interviews, and participatory observations. In this way, the multilingual practices of Sámi schools are analyzed and the factors contributing to the creation, opening, and closing of ideological and implementational spaces for Sámi language use are identified.At the policy level, access to knowledge in and about Sámi and to support functional bilingualism opens spaces for Sámi language use. Whereas the unbalanced access to Sámi and Swedish knowledge, fewer Sámi teaching hours, and no national tests in Sámi close spaces for Sámi language use. At the grassroots level, teachers identified the combination of place and play as a facilitator for Sámi language use with the potential to open spaces for language use that support pupils’ willingness to use Sámi. For pupils, positive attitudes towards Sámi are connected with open spaces for Sámi language use. In contrast, negative attitudes towards Sámi are connected with few opportunities to use Sámi, resulting in closed spaces for Sámi language use.The findings of this thesis make it apparent that collaborative engagement and dialogue between researchers, policymakers and those who are affected by language policies (i.e., teachers and pupils) is necessary to create a productive space for policy and grassroots change that opens spaces for Sámi language use in ways that are beneficial for all.
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| 2. |
- Darling-McQuistan, Kirsten, et al.
(författare)
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Arctic teacher education and educator training: a postcolonial review of online approaches and practices
- 2023
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Ingår i: Education in the North. - : University of Aberdeen. - 2398-0184 .- 0424-5512. ; 30:2, s. 24-49
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Tidskriftsartikel (refereegranskat)abstract
- Digitalisation, and expanding digital infrastructure has given rise to new pedagogical approaches and practises that involve making use of the internet. In the development of this literature-based article, we examined Arctic online education from a holistic perspective, adopting broad definitions of online learning environments and teacher education. The aim of this paper is to map and analyse the state of knowledge regarding the digital transformations of practices and conceptualisations in teacher education and educator training in the Arctic, as we sought to answer the following research question: What is Arctic in online teaching and learning in teacher education and educator training? Our methodology consisted of a scoping review of peer-reviewed papers published between 2003-2023. Through a qualitative content analysis, we explored definitions, perspectives and positions that emanated from the literature. Viewed through the lens of postcolonial theory, our findings and discussion surface important points of ‘difference’ (Verran, 2013) between Indigenous pedagogies, which are a central part of the Arctic-ness, and technological advances that enable online and distance learning, namely: Rootedness And Fluidity; Continuity of the Story And Fragmentation; Preservation And Transformation; Traditional Seeing And (Western) Frameworks, which we argue should be a key feature of conversations within this field.
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| 5. |
- Jannok Nutti, Ylva, et al.
(författare)
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Enhancing Storytelling about Skábma Traditions in Early Childhood Education and Care as Part of a Sámi Decolonising Process
- 2024
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Ingår i: Nordisk tidsskrift for pedagogikk og kritikk. - : Cappelen Damm Akademisk. - 2387-5739. ; 10:3, s. 129-143
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Tidskriftsartikel (refereegranskat)abstract
- In Sápmi, there are many stories and traditions tied to skábma, or the dark time of midwinter. Skábma is considered a sacred time and space. Some of the stories and traditions, which stem from Sámi Indigenous religion and are related to various invisible beings, are still passed on through oral traditions and storytelling. This article explores what it can mean for children, educators and researchers to creatively engage with lesser-known Indigenous religious traditions, stories told by older generations and current traditions, in ways that give further life to them. The research aim is twofold: the article studies both how co-research within an Indigenous context is conducted, and how educators and children in a Sámi Early Childhood Education and Care (ECEC) centre managed activities and searched for and created new stories based on skábma traditions. The research question is: In what ways can strengthening storytelling in the ECEC setting function as a contribution to Sámi decolonisation processes? The research materials were collected through ethnographic fieldwork. The fieldwork was methodologically framed as critical utopian action research that considers the social learning of the children, educators and researchers that participated in the activities. Accordingly, this article shows how educators and children at an ECEC centre in Sápmi conducted activities to search for and create new skábma stories based on Indigenous traditions. The researchers were invited to learn about stories and traditions in which their attentiveness to the present was connected to valuing the past and taking responsibility for a sustainable future. The latter was achieved via storytelling by the educators, a duodji (Sámi craft) activity and children’s playtime. The article concludes by discussing how the search for and creation of traditions, such as sharing food with ancestors, involve decolonising processes.
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| 6. |
- Jannok-Nutti, Ylva
(författare)
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Indigenous Education in Sámi preschool and school : Indigenous teachers’ perspective from problems to possibilities
- 2011
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Konferensbidrag (refereegranskat)abstract
- The aim of the presentation is to discuss the transformation of indigenous education from the perspective of indigenous teachers so that the indigenous culture becomes the point of departure in such education. I will examine this from the perspective of a critical utopian action research project in Sámi preschools and schools. The paper will focus on indigenous teachers’ experiences of indigenous school transformation and the realisation of transformation activities. The transformation activities took place together with teachers, children/pupils, parents and elders. The theoretical points of departure were taken from Smith’s theory of indigenous research and Banks’ theory for the integration of multicultural content in teaching, which is also discussed from the perspective of the concept of intercultural education. Further, Bernstein’s recontextualisation theory is used. The study also draws on Lipka’s previous research in Alaska. The study was divided into three parts. Part one was based on teachers experience concerning transforming the education from a cultural perspective. Part two focused on performed transformation activities. The activities were implemented through cultural thematic work, through typical school activities with cultural elements or through activities where the culture served as the basis for education. In part three teachers expressed their experiences after the transformation activities. The result from the study showed that the teachers’ challenges initially were focused on external obstacles, but finally the external obstacles were described as internal to a higher degree. The teachers expressed a change from problem- to possibility-oriented and they became active transformation agents. The process made decolonisation visible.
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| 8. |
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| 9. |
- Jannok-Nutti, Ylva
(författare)
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Matematiskt tankesätt inom den samiska kulturen : utifrån samiska slöjdares och renskötares berättelser
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this licentiate thesis is to study mathematical cultural knowledge within the sámi culture. The study describes and analyzes how sámi handicrafters and reindeer herders express their mathematical thinking, and how they express the learning of the mathematical cultural knowledge. The learning will be analyzed from the point of learning within a cultural context with focus on the mathematical knowledge, and knowledge transforming trough generations.The empirical study is collected through qualitative interviews and literature study. The results are based on 10 interviews with sámi handicrafters and reindeer herders. The Sámi handicrafters and reindeer herders were chosen by me trough personal contacts. The persons are from the communities of Kiruna, Gällivare and Jokkmokk. The choice to focus on sámi handicrafters and reindeer herders are from my experiences from an earlier study. The interviews are recorded with recorder, video or by notes. The interviews were conducted according to two strategies. There strategy one focused on the persons´ life story. The person was asked to tell about her/his life from an yearly base. The second strategy was based on a question form with guiding questions.The results are presented in seven categories, Alan Bishop's sex activities: counting, locating, measuring, designing, playing and explaining, and a category: knowledge and learning. The results and, and a category: knowledge and learning. The results show that there are several conceptions for the reindeer herds according to the approximate number of reindeer in the herd. The special reindeer are used as an aid for the counting or approximation, and as an aid for the localisation of reindeer. The numbers of marked reindeer calves are counted trough marks on a wood-stick, by parts from the ear of the marked calves', or by notes on a paper. Locating in the nature is by well-known objects in the nature, by the wind, or by the rivers. The cardinal points are after the landscape, after the rivers or lakes, and the valleys around them. The measurements and measure methods are based on the body. The learning is based on encouragement and involvement in the work. For the learning are the stories important and the explaining or instructing. It is important to develop a close relationship to for example the nature and the reindeer. It is also important to let the children feel that the adults need their help with chores. It does not matter if the children makes mistakes, but it is important to try to do the chores orderly.The results are discussed within an Ethnomathematical or Multicultural Mathematics context, from an Indigenous perspective with Decolonizing, and in connection with the Sámi education in mathematics.
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| 10. |
- Jannok-Nutti, Ylva
(författare)
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Mathematical thoughts within the Sámi culture
- 2008
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Ingår i: The borderless North. - Oulu : University of Oulu. - 9789514288203 ; , s. 89-93
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Konferensbidrag (refereegranskat)abstract
- The paper is an attempt to discuss a multi-cultural view of mathematics or mathematical thoughts in connection to the education in mathematics in the Sámi Schools. The discussion takes its start from a research-project where the aim was to describe and analyze mathematical thought within the Sámi culture. The research already indicates that there are diff erent conceptions within the Sámi culture, which could be used in the education in mathematics in the Sami schools.
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