Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
0.4
0.8
Journals
Genealogy
Special Issues
Indigenous Issues in Education
share announcement

Indigenous Issues in Education

A special issue of Genealogy (ISSN 2313-5778).

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 10036

Special Issue Editor

Prof. Dr. Torjer Olsen

E-Mail Website
Guest Editor
The Center for Sámi Studies, UiT The Arctic University of Norway, 9019 Tromso, Norway
Interests: indigenous education; theory and methodology in indigenous research; gender in Indigenous communities

Special Issue Information

Dear Colleagues,

We invite interested authors to take part in a Special Issue on Indigenous issues in education. The scope of the Issue is to present and discuss the role and situation of Indigenous communities, languages, knowledge, and perspectives in Indigenous contexts from different parts of the world. The field of Indigenous education is expanding. At the same time, there are many knowledge gaps, as there is a great need for channels wherein such topics can be highlighted. The Special Issue takes its starting point in a Sámi and Nordic context. Still, even here, Indigenous issues in education are inherently cross-contextual and relevant across geographical areas and borders. We welcome contributions from different disciplines and fields but ask particularly for texts that add to the empirical knowledge and that also connect to the international field of Indigenous education.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the guest editors Torjer A. Olsen or to the Genealogy editorial office ([email protected]). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

All papers submitted to this Special Issue will be published free of charge.

Prof. Dr. Torjer Olsen
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Genealogy is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • indigenous education
  • languages
  • multilingual
  • decolonization
  • indigenization

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (7 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

13 pages, 294 KiB  
Article
Can We Succeed with Inclusive Education for Sámi Pupils?
by Hege Merete Somby
Genealogy 2024, 8(3), 112; https://doi.org/10.3390/genealogy8030112 - 3 Sep 2024
Viewed by 663
Abstract
Since Norwegian compulsory education increasingly recognises Sámi rights and the Sámi as an Indigenous people, the question of how we can provide inclusive education for Sámi pupils by recognising Sámi culture in teaching remains. I argue in this literary research, that inclusive education [...] Read more.
Since Norwegian compulsory education increasingly recognises Sámi rights and the Sámi as an Indigenous people, the question of how we can provide inclusive education for Sámi pupils by recognising Sámi culture in teaching remains. I argue in this literary research, that inclusive education, both as a concept and as a practice in school, stems from a pathological field, targeting individual needs, and therefore misses the target when educating pupils with an Indigenous cultural belonging. Inclusion as a concept centres on practices such as fellowship, participation, equal access, quality, equity and justice, but its legacy is anchored in individual needs, influencing how we think about inclusion and implementing inclusive measures. This way of thinking still guides the national strategy for inclusive education but will not be sufficient for Sámi pupils, since they, as a group, are not disabled. So-called inclusive measures will rather enhance the integration of Sámi pupils into the Norwegian framework of schooling defined by the majority’s expectations for fellowship, participation and so forth. While Indigenous inclusion takes integrative measures which uphold the status quo, thus dependent on a majority perspective, indigenising has an Indigenous baseline. I argue that non-Sámi society needs to re-contextualise itself towards the Sámi society if we want an education for all. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
20 pages, 357 KiB  
Article
The Sámi Pathfinders: Addressing the Knowledge Gap in Norwegian Mainstream Education
by Kimble Walsh-Knarvik
Genealogy 2024, 8(3), 86; https://doi.org/10.3390/genealogy8030086 - 2 Jul 2024
Cited by 1 | Viewed by 891
Abstract
For at least two decades, lack of knowledge about the Sámi in Norway has been recognised as a reason for the perpetuation of stereotypes and discriminatory acts and hate speech towards them. Education about the Sámi, their lifeways, culture and rights is posited [...] Read more.
For at least two decades, lack of knowledge about the Sámi in Norway has been recognised as a reason for the perpetuation of stereotypes and discriminatory acts and hate speech towards them. Education about the Sámi, their lifeways, culture and rights is posited as a means of closing this gap, with the intention of influencing the majority Norwegian society’s attitudes towards the Sámi. The relatively new Norwegian curriculum (LK20) reflects this understanding. It requires teachers at every level of the educational system to include Sámi perspectives and themes in all subjects. This paper looks at how Indigenous Education is included in mainstream schools in Norway. It asks, if Indigenous Education can provide a counterbalance to existing stereotypes and discrimination of the Sámi People, then what kind of knowledge is sufficient to this end? To explore this, I specifically consider the efforts of the Sámi Pathfinders—a group of young Sámi adults (18–25 years) who visit and provide lectures about Sámi history, language and culture for Norwegian high school pupils. Through semi-structured interviews with five Pathfinders, I explored what kind of Indigenous Education they provide, how the Pathfinders interpret their role in relation to combatting stereotypes and discrimination, and their perception of the impact they have. Through reflexive thematic analysis, this study confirmed that there is a lack of knowledge about the Sámi in mainstream education. It also shows that most teachers did not prepare their pupils for the Pathfinders’ visit. Although the Pathfinders’ visit arguably improved pupils’ and teachers’ knowledge about the Sámi, this research suggests that how and how often knowledge is presented matters. It also suggests that who presents knowledge is a factor. Indigenous knowledge that is coupled with contact that is sufficiently close, positive and frequent has greater potential in altering discriminatory tendencies towards the Sámi. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
16 pages, 294 KiB  
Article
Truth Commissions and Teacher Education in Australia and the Northern Nordics
by Björn Norlin, Mati Keynes and Anna-Lill Drugge
Genealogy 2024, 8(2), 68; https://doi.org/10.3390/genealogy8020068 - 30 May 2024
Cited by 1 | Viewed by 781
Abstract
In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups [...] Read more.
In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups and/or Indigenous people, including acknowledging historical mistreatment and addressing remaining injustices. A common aim of these processes is to spread knowledge to the broader public via institutions for education. This paper focuses on ongoing TC processes in the Australian and Nordic contexts, with a specific focus on their potential consequences for teacher education (TE). By addressing barriers and possibilities on systemic, institutional, and practical levels of TE, the paper aims to develop an understanding of (1) how new knowledge produced through TCs meets the organization of teacher training; possible ways for TE to respond to new requirements; and (2) of the pedagogical and didactical challenges that might entail. The main argument is that a closer professional dialogue is needed between scholars engaged in TCs and TEs for TE to better respond to the requirements of TCs and for TCs to better recognize conditions for organizing TE. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
18 pages, 307 KiB  
Article
Exploring the Use of Minecraft in Sámi Teacher Education
by Line Reichelt Føreland and Rauni Äärelä-Vihriälä
Genealogy 2024, 8(2), 59; https://doi.org/10.3390/genealogy8020059 - 13 May 2024
Viewed by 1046
Abstract
This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. The qualitative case study was based on a development project in Sámi teacher education, exploring key aspects highlighted by pre-service teachers when using Minecraft during their practice periods with [...] Read more.
This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. The qualitative case study was based on a development project in Sámi teacher education, exploring key aspects highlighted by pre-service teachers when using Minecraft during their practice periods with primary school children. Given the significant role teachers play in instructional organisation, this article aims to identify specific areas where pre-service teachers may benefit from additional support and training to enhance their preparedness for the classroom. Incorporating Sámi educational frameworks and digital competencies into Sámi teacher education, we utilised the digital competence of future teachers (DCFT) model to guide data collection and analysis. This involved distributing anonymous online questionnaires to pre-service teachers (n = 17). Our findings indicate the transformative potential of digital games in Sámi education, particularly in the use of Sámi as a gaming language and Sámi cultural game content. The article emphasises the relevance of digital technologies in preserving and revitalising Indigenous languages and cultures to better understand how to leverage these tools effectively in culturally relevant ways. By utilising contemporary digital tools within an Indigenous education, educators can enhance cultural continuity and empower Indigenous communities in the digital age. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
14 pages, 446 KiB  
Article
Love in the Mother Tongue: Per Fokstad’s Philosophy of Education
by Stine H. Bang Svendsen
Genealogy 2024, 8(2), 45; https://doi.org/10.3390/genealogy8020045 - 19 Apr 2024
Viewed by 1197
Abstract
In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school systems, teachers and intellectuals imagined what education could look [...] Read more.
In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school systems, teachers and intellectuals imagined what education could look like if it was to contribute to the flourishing of Sámi livelihoods. One key contributor to this project was Per Pavelsen Fokstad (1890–1973). This article outlines key elements in Fokstad’s philosophy of education and discusses his contribution to education theory in both his contemporary cultural interface and the one that we work in over 100 years later. The analyses are based on a hermeneutical reading of Fokstad’s published texts. The analyses show how Fokstad outlined a philosophy of education based in the mother tongue as a catalyst for the child’s development of a sense of self, a feeling of community, and a connection to land. This philosophy was revolutionary in his own time due to its redefinition of what was worth learning and knowing, and has grown in significance since. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
►▼ Show Figures

Figure 1

17 pages, 313 KiB  
Article
Teaching Practice on Sámi Topics in Schools: A Mixed Methods Study from the South Saepmie Region of Norway
by Anna Marie Holand and Kåre Haugan
Genealogy 2024, 8(1), 31; https://doi.org/10.3390/genealogy8010031 - 21 Mar 2024
Viewed by 1421
Abstract
The Norwegian primary and secondary school curriculum from 2020 (LK20) clearly states that the history, cultural life, and rights of the indigenous Sámi people should be included in the school practice. This study addresses how objectives in the subject-specific plans with Sámi content [...] Read more.
The Norwegian primary and secondary school curriculum from 2020 (LK20) clearly states that the history, cultural life, and rights of the indigenous Sámi people should be included in the school practice. This study addresses how objectives in the subject-specific plans with Sámi content are taught and explores, in addition, teachers’ experiences and reflections on these topics. To investigate this, an electronic questionnaire with open and closed questions was sent to all primary and secondary schools in the South Saepmie region of Norway. The results indicate that a high degree of the respondents include Sámi culture and tradition in their teaching, and there is a variation in their teaching from happenings on February 6th to interdisciplinary projects. The teachers report a lack of competence and call for a greater emphasis on Sámi topics in the teacher education programs. A lack of available teaching aids is experienced even though many found other resources locally and, e.g., on the internet. They experienced, however, an increase in the availability of teaching aids in recent years. The respondents pointed out, however, that inadequate teacher competence and a lack of teaching aids strongly limited the respondents’ possibility to teach Sámi topics in school. Consequently, more teaching aids should be developed, and Sámi content in continuing and teacher education programs should be strengthened. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
18 pages, 1084 KiB  
Article
Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures
by Veronica Bergan and Marikaisa Laiti
Genealogy 2023, 7(3), 57; https://doi.org/10.3390/genealogy7030057 - 9 Aug 2023
Cited by 4 | Viewed by 2660
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Indigenous Issues in Education)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-7
Back to TopTop