Advertisement

Child–Adult

Sámi Child–Adult/Past–Present Entanglements in a Painful Lecture at University
  • Tuija HuukiEmail author
  • Maija Lanas
Chapter
Part of the Children: Global Posthumanist Perspectives and Materialist Theories book series (CGPPMT)

Abstract

The concluding chapter of the book is written by Tuija Huuki and Maija Lanas. It addresses Arctic child-adult/past-present entanglements in a painful past-present lecture at university. Tuija and Maija create a chapter where they approach childhood with post-individual and non-anthropocentric theories of subjectivity. They point out how experiences are seen beyond subject–object and Past–Present distinction by exploring how affectivity operates through and with these binary oppositions. To illustrate their understanding, they use Tuija’s memories about her Sami childhood and present adulthood as a university lecturer. They show how the past as part of the present, when “past jumps into the present” and childhood memories take over the adult present. Different elements work together and become constitutive forces through which affectivity operates. Through their chapter, Tuija and Maija point out the importance of understanding “child as emerging within intersections of past events and an adult as emerging at an intersection of past events”.

References

  1. Alaimo, S., & Hekman, S. (Eds.). (2008). Material feminisms. Bloomington: Indiana University Press.Google Scholar
  2. Alanen, L., & Mayall, B. (Eds.). (2001). Conceptualizing child–adult relations. London: Routledge.Google Scholar
  3. Ågren, C. (2008). Är jag en riktig same? En etnologisk studie av unga samers identitetsarbete. [Am I a genuine Sámi? An ethnological study of identity-work by young Sámi]. Doctoral Thesis inethnology, Umeå University, Umeå, Sweden.Google Scholar
  4. Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.CrossRefGoogle Scholar
  5. Bals, M., Turi, A. L., Skre, I., & Kvernmo, S. (2010). Internalization symptoms, perceived discrimination and ethnic identity in Indigenous Sámi and non-Sámi youth in Arctic Norway. Ethnicity and Health, 15(2), 165–179.CrossRefGoogle Scholar
  6. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.CrossRefGoogle Scholar
  7. Bastien, B., Kremer, J. W., Kuokkanen, R., & Vickers, P. (2003). Healing the impact of colonization, genocide, and racism on indigenous populations. In: S. Krippnerd & T. M. McIntyre (Eds.), The psychological impact of war trauma on civilians. An international perspective (pp. 25–36). USA: Praeger. Publishers.Google Scholar
  8. Blackman, L. (2012). Immaterial bodies. Affect, embodiment, mediation. London: Sage.Google Scholar
  9. Blackman, L., & Venn, C. (2010). Affect. Body & Society, 16(1), 7–28.CrossRefGoogle Scholar
  10. Braidotti, R. (2006). Transpositions: Nomadic ethics. Cambridge: Polity Press.Google Scholar
  11. Braidotti, R. (2013). The posthuman. Cambridge: Polity Press.Google Scholar
  12. Brennan, T. (2004). The transmission of affect. Ithaca, NY and London: Cornell University Press.Google Scholar
  13. Davoine, F., & Gaudillière, J.-M. (2004). History beyond trauma. New York: Other Press.Google Scholar
  14. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.Google Scholar
  15. Dragojlovic, A. (2015). Affective geographies: Intergenerational hauntings, bodily affectivity and multiracial subjectivities. Subjectivity, 8(4), 315–334.CrossRefGoogle Scholar
  16. Guattari, F. (1995/2005). Chaosmosis: An ethico-aesthetic paradigm. Sydney: Power Publications.Google Scholar
  17. Hansen, K. L., Melhus, M., Høgmo, A., & Lund, E. (2008). Ethnic discrimination and bullying in the Sámi and non-Sámi populations in Norway: The SAMINOR study. International Journal of Circumpolar Health, 67(1), 97–113.CrossRefGoogle Scholar
  18. Hertting, K., & Alerby, E. (2009). Learning without boundaries: To voice indigenous children’s experiences of learning places. International Journal of Learning, 16, 633–647.Google Scholar
  19. Hickey-Moody, A., & Malins, P. (Eds.). (2007). Deleuzian encounters: Studies in contemporary social issues. New York: Palgrave Macmillan.Google Scholar
  20. Holford, N., Renold, E., & Huuki, T. (2013). What (else) can a kiss do? Theorizing the power plays in young children’s sexual cultures. Sexualities, 6(5–6), 710–729.CrossRefGoogle Scholar
  21. Huuki, T., & Renold, E. (2016) Crush: Mapping historical, material and affective force relations in young children’s heterosexual playground play. Discourse: Studies in the Cultural Politics of Education, 37(5), 754–769.Google Scholar
  22. Huuki, T., & Juutilainen, S. A. (2016). Mapping historical material and affective, entanglements in Sámi woman’s discriminatory experiences in and beyond Finnish boarding school. Education in the North, 23(2), 3–23.Google Scholar
  23. Jannok Nutti, Y. (2013). Sámi teachers’ experiences of indigenous school transformation: Culturally based preschool and school mathematics lessons. AlterNative: An International Journal of Indigenous Peoples, 9(1), 16–29.CrossRefGoogle Scholar
  24. Jonsson, G., Sarri, C., & Alerby E. (2012). “Too hot for the reindeer”—Voicing Sámi children’s visions of the future. International Research in Geographical and Environmental Education, 21(2), 95–107.CrossRefGoogle Scholar
  25. Kuokkanen, R. (2003). ‘Survivance’ in Sami and First Nations boarding school narratives: Reading novels by Kerttu Vuolab and Shirely Sterling. American Indian Quarterly, 27(3–4), 697–726.Google Scholar
  26. Kvist, R. (1992). Swedish Saami policy, 1550–1990. In R. Kvist (Ed.), Readings in Saami history, culture, and language III (pp. 63–77). Umeå: Center for Arctic Cultural Research.Google Scholar
  27. Lanas, M., & Huuki, T. (2017). Thinking beyond student resistance: A difficult assemblage in teacher education. European Journal of Teacher Education, 40(4), 436–446.CrossRefGoogle Scholar
  28. Lehtola, V.-P. (2002). The sami people: Traditions in transitions. Tr. Linna Weber Muller-Wille, Aanaar - Inari: Kustannus-Puntsi.Google Scholar
  29. Lehtola, V.-P. (2016). Sámi histories, colonialism, and Finland. Arctic Anthropology, 52(2), 22–36.Google Scholar
  30. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London: Routledge.CrossRefGoogle Scholar
  31. Leys, R. (2011). The turn to affect: A critique. Critical Inquiry, 37(3), 434–472.CrossRefGoogle Scholar
  32. Lillemyr, O. F., Søbstad, F., Marder, K., & Flowerday, T. (2010). Indigenous and non-indigenous primary school students’ attitudes on play, humour, learning and self-concept: a comparative perspective. European Early Childhood Education Research Journal, 18(2), 243–267.CrossRefGoogle Scholar
  33. Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press.Google Scholar
  34. Manning, E. (2013). Always more than one: Individuation’s dance. Durham, London: Duke University Press.CrossRefGoogle Scholar
  35. Navaro-Yashin, Y. (2012). The make-believe space: Affective geography in a postwar polity. Durham, NC: Duke University Press.Google Scholar
  36. Osgood, J., & Scarlet, R. R. (2016). Putting post-humanist theory to work to reimagine gender in early childhood: When theory becomes method becomes art. Global Studies of Childhood, 5(3), 346–360.Google Scholar
  37. Pietikäinen, S., & Pitkänen-Huhta, A. (2013). Multimodal literacy practices in the indigenous Sámi classroom: Children navigating in a complex multilingual setting. Journal of Language, Identity, and Education, 12, 230–247.CrossRefGoogle Scholar
  38. Pikkarainen, H., & Brodin, B. (2008). The rights of the Sámi from a discrimination perspective. Ombudsmannen mot etnisk diskrimering (DO). DO report no 2008.1 eng.Google Scholar
  39. Probyn, E. (2004). Teaching bodies: Affects in the classroom. Body & Society, 10(4), 21–43.CrossRefGoogle Scholar
  40. Rasmus, M. (2008). Baggu vuolggit, baggu birget. Samemanaid ceavzinstrategiijat Suoma albmotskuvllaasodagian 1950–1960—logus. Publications of Giellagas Institute NR 10. Vaajakoski, Finland: Gummerus Kirjapaino Oy.Google Scholar
  41. Renold, E., & Mellor, D. (2013). Deleuze and Guattari in the nursery: Towards an ethnographic, multi-sensory mapping of gendered bodies and becomings. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (Chap. 1, pp. 23–41). Edinburgh: Edinburgh University Press.Google Scholar
  42. Stewart, K. (2007). Ordinary affects. Durham: Duke University Press.Google Scholar
  43. To, N. (2015). Haunting memories of war in Chinese cinema and diaspora: Visions of national trauma, power and auto ethnographic collage. Subjectivity, 8(4), 335–357.CrossRefGoogle Scholar
  44. Volkan, V. D. (2001). Transgenerational transmissions and chosen traumas: An aspect. Group Analysis, 34(1), 79–97.CrossRefGoogle Scholar
  45. Walkerdine, V. (2010). Communal beingness and affect: An exploration of trauma in an ex-industrial community. Body & Society, 16(1), 91–116.CrossRefGoogle Scholar
  46. Walkerdine, V., & Jiminez, L. (2012). Gender, work and community after de-industrialisation: A psychosocial approach to affect. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  47. Walkerdine, V., Olsvold, A., & Rudberg, M. (2013). Researching embodiment and intergenerational trauma using the work of Davoine and Gaudilliere: History walked in the door. Subjectivity, 6(3), 272–297.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of OuluOuluFinland

Personalised recommendations