Skip to main content
SpringerLink
Log in
Book cover

The Basics of Caring Research pp 119–133Cite as

The Definition and Task of Mediating Sámi Research

  • Chapter

Part of the book series: Bold Visions in Educational Research ((BVER))

Abstract

Mediating Sámi research is a means of solving a severe phenomenon in society whereby structural power challenges everyday practices among Indigenous peoples. In this context, pedagogical Sámi research deals with multi-methodological education research. Moreover, it searches for ways to base Indigenous institutional education on Indigenous knowledge, traditions, and cultural context.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aikio, A. (2007). Saamelainen elämänpolitiikka [The Sámi life policy]. Rovaniemi: University of Lapland.

    Google Scholar 

  • Aikio, A. (2010). Olmmošhan gal birge – áššit mat ovddidit birgema [Mankind prospers certainly – things that promote success]. Kárášjohka: ČálliidLágádus.

    Google Scholar 

  • Aikio, A. (2004). An essay on Substrate Studies and the Origin of Saami. In I. Hyvärinen, P. Kallio, & J. Korhonen (Eds.), Etymologie, Entlehnungen und Entwicklungen: Festschrift für Jorma Koivulehto zum 70. Geburstag (pp. 5–34). Helsinki: Finno-Ugric Association.

    Google Scholar 

  • Aikio, A. (2012). An essay on Saami ethnolinguistic prehistory. In R. Grünthal & P. Kallio (Eds.), A linguistic map of prehistoric Northern Europe (pp. 69–117). Helsinki: Finno-Ugric Association.

    Google Scholar 

  • Aikio-Puoskari, U. (2001). Saamen kielen ja saamenkielinen opetus Pohjoismaissa: tutkimus saamelaisten kielellisistä ihmisoikeuksista Pohjoismaiden kouluissa [The instruction of and in Sámi language in Nordic Countires: Research about the Sámi people Lingual Rights at Nordic Countries’ Schools]. Rovaniemi: University of Lapland.

    Google Scholar 

  • Auburn, D., Armantrout, R., Crystal, D., Dirda, M., Garner, B. A., Ferris, J., Horowitz, A., Lehman, D., Merritt, S., Lindberg, C., Moody, R., & Zimmer, B. (Eds.). (2012). Oxford American writer’s thesaurus. Oxford, NY: Oxford University Press.

    Google Scholar 

  • Babaci-Wilhite, Z. (2015). Local languages as a human right in education. Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6209-947-0

    Book  Google Scholar 

  • Balto, A. (2008). Vitalizing Sámi cultural knowledge in everyday school-life. Action research and the capacity building of Sámi teachers. Journal of Australian Indigenous Issues, 11(4), 25–35.

    Google Scholar 

  • Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review, 3(3). Retrieved from http://scholarworks.umb.edu/trotter_review/vol3/iss3/5/

  • Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 3–31). Boston, MA: Allyn and Bacon.

    Google Scholar 

  • Banks, J. A. (2006). Cultural diversity and education. Foundations, curriculum, and teaching. Boston, MA: Pearson Education.

    Google Scholar 

  • Barron, A. (2002). Traditional knowledge, indigenous culture and intellectual property rights. In Samisk forskning og forskningsetikk [Sámi research and research ethics] (pp. 56–87). Oslo: Forskningsetiske komiteer. Retrieved from https://www.etikkom.no/globalassets/documents/publikasjoner-som-pdf/samisk-forskning-og-forskningsetikk-2002.pdf

    Google Scholar 

  • Battiste, M. (2000). Introduction: Unfolding the lessons of colonization. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. xvi–xxx). Vancouver: UBC Press.

    Google Scholar 

  • Berger, P. L. (1979). In praise of particularism: The concept of mediating structures. In Facing up to modernity – Excursions in society, politics and religion (pp. 167–180). Middlesex: Penguin Books.

    Google Scholar 

  • Berger, P. L., & Neuhaus, R. J. (1970). Movement and revolution. Garden City, NY: Doubleday.

    Google Scholar 

  • Bongo Persen, M. (2005). Praksis og teori hånd i hånd: utvikling av ny utdanningsmodell til Samisk lærerutdanning [Practice and theory hand in hand: The development of new education model for Sámi teacher education]. Akerhus: Høgskolen i Akerhus.

    Google Scholar 

  • Bull, T. (2002). Kunnskapspolitikk, forskningsetikk og det samiske samfunnet [Knowledge policy, ethics and the Sámi society]. In Samisk forskning og forskningsetikk [Sámi research and research ethics]. (pp. 6–21). Oslo: Forskningsetiske komiteer. Retrieved from https://www.etikkom.no/globalassets/documents/publikasjoner-som-pdf/samisk-forskning-og-forskningsetikk-2002.pdf

    Google Scholar 

  • Butenschøn lávdegoddi. (2012). Langs lange spor – om samisk forskning og høyere utdanning. Guhkes bálgáid mielde – sámi dutkama ja alit oahpahusa birra [Along the long track – about Sámi research and higher education]. Study delivered for the Ministry of Education June 20, 2012. Retrieved from https://www.regjeringen.no/globalassets/upload/kd/vedlegg/forskning/rapporter/langs_lange_spor-.pdf

  • Cuban, L. (1993/1984). How teachers taught. Constancy and change in American classrooms 1880–1990. New York, NY: Teachers College Press.

    Google Scholar 

  • Deleuze, G. (2005). Haastatteluja: Gilles Deleuzen ja Félix Guattarin haastatteluja ja kirjoituksia [Interviews: Gilles Deleuze’s and Félix Guattari’s interviews and writings]. Helsinki: Tutkijaliitto.

    Google Scholar 

  • Denzin, N. K., & Lincoln, Y. S. (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage.

    Book  Google Scholar 

  • Gaup Utsi, E. (2009). Duovdagiid giella – Bálggesčuovga lunddolaš oahppanarenaid ozadettiin sámegiela oahpahusa olis [Language of scenery – Searching for natural learning arenas in Sámi language teaching]. Sámi dieđalaš áigečála, 1–2, 46–61.

    Google Scholar 

  • Grande, S. (2004). Red pedagogy: Native American social and political thought. Lanham, MD: Rowman & Littlefield Publishers.

    Google Scholar 

  • Guttorm, H. (2014). Sommitelmia ja kiepsahduksia. Nomadisia kirjoituksia tutkimuksen tulemisesta (ja käsityön sukupuolisopimuksesta) [Arrangements and sommersaults. Nomadic writings about the arrival of research (and gender agreement of handicrafts)]. Helsinki: University of Helsinki.

    Google Scholar 

  • Hirvonen, V. (2003). Sámi oahpaheaddjit [Sámi teachers]. Kárášjohka: ČálliidLágádus.

    Google Scholar 

  • Hoëm, A. (1976). Makt og kunnskap [Power and knowledge]. Oslo: Universitetsforlaget.

    Google Scholar 

  • Hoëm, A. (1978). Sosialisering. En teoretisk og empirisk modellutvikling [Socialization. Theoretical and empirical model development]. Oslo: Universitetsforlaget.

    Google Scholar 

  • Hoëm, A. (2007). Fra noaidiens verden til forskerens: misjon, kunnspak og modernisering i sameland 1715–2007 [From shamans’ world to researchers’: Mission, knowledge and modernization in Sápmi 1715–2007]. Oslo: Novus Forlag.

    Google Scholar 

  • Hætta, J. D. (1993). Samiske kunnskaper – samisk grunnskole [Sámi knowledge – the Sámi Primary School]. Tromsø: Universitetet i Tromsø.

    Google Scholar 

  • Jannok Nutti, Y. (2014). Sámi teachers’ experiences of indigenous school transformation: Culturally based preschool and school mathematics lessons. Alternative, 9(1), 16–29.

    Google Scholar 

  • Keskitalo, A. I. (1976/1994). Research as an inter-ethnic relation. Guovdageaidnu & Rovaniemi: Sámi Instituhtta & Arctic Centre, University of Lapland.

    Google Scholar 

  • Keskitalo, J. H. (2009). Sámi máhttu ja sámi skuvlamáhttu: teorehtalaš geahčastat [The Sámi knowledge and Sámi school knowledge – theoretical review]. Sámi dieđalaš áigečála, 1–2, 62–75.

    Google Scholar 

  • Keskitalo, P. (2010). Saamelaiskoulun kulttuurisensitiivisyyttä etsimässä kasvatusantropologian keinoin [Cultural Sensitivity in the Sámi School through Educational Anthropology]. Guovdageaidnu: Sámi allaskuvla.

    Google Scholar 

  • Keskitalo, P., & Sarivaara, E. (2014). Välittävän saamentutkimuksen merkitys [The meaning of mediating Sámi research]. In K. Määttä & S. Uusiautti (Eds.), Voimaa välittävästä tutkimuksesta [Strength from caring research] (pp. 55–64). Rovaniemi: University of Lapland.

    Google Scholar 

  • Keskitalo, P., Määttä, K., & Uusiautti, S. (2012). Saamelaisopetuksen tutkimus etnografian näkökulmasta [Sámi education research through ethnography]. In V.-P. Lehtola, U. Piela, & H. Snellman (Eds.), Saamenmaa. Kulttuuritieteellisiä näkökulmia [Sámi land. Cultural research perspectives] (pp. 202–215). Helsinki: SKS.

    Google Scholar 

  • Keskitalo, P., Määttä, K., & Uusiautti, S. (2013). Sámi education. Frankfurt am Main: Peter Lang. doi:10.3726/978-3-653-01975-9

    Book  Google Scholar 

  • King, L., & Schielmann, S. (2004). The challenge of indigenous education: Practice and perpectives. Paris: UNESCO.

    Google Scholar 

  • Kulonen, U.-M., Seurujärvi-Kari, I., & Pulkkinen, R. (2005). The Saami. The cultural encyclopaedia. Helsinki: SKS.

    Google Scholar 

  • Kuokkanen, R. (2007). Saamelaiset ja kolonialismin vaikutus nykypäivänä [The Sámi and the impact of colonialism today]. In J. Kuortti, O. Lehtonen, & O. Löytty (Eds.), Kolonialismin jäljet. Keskustat, periferiat ja Suomi [The marks of colonialism. Centers, peripheries, and Finland] (pp. 142–155). Helsinki: Gaudeamus.

    Google Scholar 

  • Kuokkanen, R. (2009). Boaris dego eana. Eamiálbmogiid diehtu, filosofiijat ja dutkan [Old like the Earth. Knowledge, philosophies and research of indigenous peoples]. Kárašjohka: ČálliidLágádus.

    Google Scholar 

  • Lehtola, V.-P. (2005). Saamelaiset itse tutkimuksensa tekijöiksi. Virkaanastujaispuhe [The Sami Self as Research Actors. Inaugural speech]. Kaltio, 5/2005. Retrieved from http://www.kaltio.fi/vanhat/index959a.html?766

  • Linkola, I.-A. (2014). Saamelaisen koulun kielimaisema – etnografinen tutkimus saamen kielestä toisen asteen oppilaitoksessa [The Sámi school´s linguistic landscape – An ethnograpical study on the Sámi language at an upper-secondary eduction institution]. Guovdageaidnu: Sámi allaskuvla.

    Google Scholar 

  • Lipka, J., Mohatt, G. V., & Ciulustet Group. (Eds.). (1998). Transforming the culture of schools. Yup’ik Eskimo examples. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Lukin, K. (2007). Kirja-arvio: Kulttuurisia kuvia saamelaisista ja saamelaisuudesta [Book review: Cultural images of the Sámi People and the Sámi Hood]. Elore, 14(1), 1–4.

    Google Scholar 

  • Lukin, K. (2014). Eteläistä saamentutkimusta [The Southern Sámi research]. Elore, 21, 1–14.

    Google Scholar 

  • Löytty, O. (2005). Toiseus [Otherness]. In A. Rastas, L. Huttunen, & O. Löytty (Eds.), Suomalainen vieraskirja. Kuinka käsitellä monikulttuurisuutta [The Finnish guest book. How to deal with multiculturalism] (pp. 161–189). Helsinki: Vastapaino.

    Google Scholar 

  • Mahuika, R. (2008). Kaupapa Māori theory is critical and anti-colonial. MAI Review, 3, Article 4. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/viewFile/153/180

  • McConaghy, C. (2000). Rethinking indigenous education: Culturalism, colonialism and the politics of knowing. Flaxton: Post Pressed.

    Google Scholar 

  • McLaren, P., & Kincheloe, J. L. (2007). Critical pedagogy: Where are we now? Pieterlen: Peter Lang.

    Google Scholar 

  • Nurmi, K. E., & Kontiainen, S. (1995). A framework for adult learning in cultural context: Mediating cultural encounters. In A. Kauppi, S. Kontiainen, K. E. Nurmi, J. Tuomisto, & T. Vaherva (Eds.), Adult learning in a cultural context (pp. 65–71). Helsinki: University of Helsinki.

    Google Scholar 

  • Nystad, I. M. K. (2003). Mannen mellom myte of modernitet [The man between the myth and modernity]. Nesbru: Vett & Viten.

    Google Scholar 

  • Oskal, N. (2008). The question of methodology in indigenous research. A philosophical exposition. In H. Minde (Ed.), Indigenous peoples self-determination, knowledge, indigeneity (pp. 331–345). Delft: Eburon.

    Google Scholar 

  • Porsanger, J. (2011). The problematisation of the dichotomy of modernity and tradition in indigenous and Sami contexts. – Working with traditional knowledge: Communities, institutions, information systems, law and ethics. Writings from the Árbediehtu Pilot Project on documentation and protection of Sami traditional knowledge. Guovdageaidnu: Sámi allaskuvla. Retrieved from http://brage.bibsys.no/xmlui/bitstream/id/165658/Diedut-1-2011-JelenaPorsanger.pdf

  • Päivänsalo, P. (1953). Lappalaisten lastenhoito- ja kasvatustavoista [On Lapps’ child rearing habits]. Helsinki: Finnish Educational Sociological Association.

    Google Scholar 

  • Rahko-Ravantti, R. (2014). Saamelaisopetuksen toiseus [The other in the Sámi instruction]. In P. Keskitalo, S. Uusiautti, E. Sarivaara, & K. Määttä (Eds.), Saamelaispedagogiikan ydinkysymysten äärellä [The core questions of Sámi pedagogy] (pp. 125–135). Rovaniemi: Lapland University Press.

    Google Scholar 

  • Sarivaara, E. (2012). Statuksettomat saamelaiset. Paikantumisia saamelaisuuden rajoilla [Non-Status Sámi. Locations within Sámi Borderlands]. Guovdageaidnu: Sámi allaskuvla.

    Google Scholar 

  • Sarivaara, E., & Keskitalo, P. (2014). Fátmmasteaddji giellaealáskahttin [The mediating language revitalisation]. Agon, 1–2. Retrieved from http://agon.fi/article/fatmmasteaddji-giellaealaskahttin/

  • Sámediggi. (2015). Čilgehus – Sámedikki dieđáhus alitoahpu ja dutkama birra [Statement – The Sámi Parliaments’ notification of higher education and research]. Norwegian Sámi Parliament. Retrieved from https://www.samediggi.no/content/download/7240/65944/file/%C4%8Cilgehus%20%E2%80%93%20S%C3%A1medikki%20die%C4%91%C3%A1hus%20alitoahpu%20ja%20dutkama%20birra.pdf

  • Schanche, A. (2002). Saami skulls, anthropological race research and the repatriation question in Norway. In C. Forde, J. Hubert, & P. Turnbull (Eds.), The dead and their possessions: Repatriation in principle, policy and practice (pp. 47–58). London: Routledge. doi:10.4324/9780203165775_chapter_3

    Google Scholar 

  • Seurujärvi-Kari, I. (2012). Ale jaskkot eatnigiella. Alkuperäiskansaliikkeen ja saamen kielen merkitys saamelaisten identiteetille [The meaning of indigenous peoples movement and Sámi language on the Sámi identity]. Helsinki: SKS.

    Google Scholar 

  • Smith, G. H. (2003). Kaupapa Maori theory: Theorizing indigenous transformation of education & schooling. Auckland: The University of Auckland & Te Whare Wananga o Awanuiarangi.

    Google Scholar 

  • Smith, G. H. (2005). Mai i te Maramatanga, ki te Putanga Mai o te Tahuritanga: From conscientization to transformation educational perspectives. Manoa: College of Education, University of Hawai‘i at Manoa.

    Google Scholar 

  • Smith, L. T. (1999). Decolonizing indigenous methodologies. London: Zed Books.

    Google Scholar 

  • Suoranta, J., & Ryynänen, S. (2014). Rebellious research. Helsinki: Into Kustannus.

    Google Scholar 

  • Ventsel, A., & Dudeck, S. (1995). Do the Khanty need a Khanty curriculum? Indigenous concepts of school education. Siberian Studies. Retrieved from www.siberian-studies.org/publications/PDF/beventseldudeck.pdf

    Google Scholar 

  • Vilkuna, J. (2005). Kuka olet maailman ensimmäinen saamenkulttuurin professori [Who are you the world’s first professor of Sámi culture]. Kaltio, 5/2005, 258.

    Google Scholar 

  • Virtanen, P. K., Kantonen, L., & Seurujärvi-Kari, I. (2013). Johdanto: Modernit ja muuttuvat alkuperäiskansat [Introduction: The modern and changing indigenous peoples]. In P. K. Virtanen, L. Kantonen, & I. Seurujärvi-Kari (Eds.), Alkuperäiskansat tämän päivän maailmassa [Indigenous peoples in today’s world] (pp. 9–28). Helsinki: SKS.

    Google Scholar 

  • Wilson, S. (2008). Research is ceremony. Indigenous research methods. Winnipeg: Fernwood Publishing.

    Google Scholar 

  • Wulf, C. (2008). Producing the social in rituals. Education and learning, mimesis and performativity. In P. Siljander & A. Kivelä (Eds.), Kasvatustieteen tila ja tutkimuskäytännöt: paradigmat katosivat, mitä jäljellä? [The status of educational science and research practices: the paradigms disappeared, what is left?] (pp. 51–71). Helsinki: Finnish Educational Research Association.

    Google Scholar 

Download references

Authors
  1. Pigga Keskitalo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Erika Sarivaara
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Lapland, Finland

    Satu Uusiautti

  2. University of Lapland, Finland

    Kaarina Määttä

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Keskitalo, P., Sarivaara, E. (2016). The Definition and Task of Mediating Sámi Research. In: Uusiautti, S., Määttä, K. (eds) The Basics of Caring Research. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-597-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-597-5_9

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-597-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation