Papers by Erika Sarivaara
Akateeminen vaitoskirja, joka Lapin yliopiston kasvatustieteiden tiedekunnansuostumuksella esitet... more Akateeminen vaitoskirja, joka Lapin yliopiston kasvatustieteiden tiedekunnansuostumuksella esitetaan julkisesti tarkastettavaksi Lapin yliopiston Fellman-salissa kesakuun 13. paivana 2012 klo 12. Ohjaaja: professori Kaarina Maatta, Lapin yliopisto Esitarkastajat: professori Anna-Riitta Lindgren, Tromssan yliopisto; professori Helena Ruotsala, Turun yliopisto Vastavaittaja: professori Tere Vaden, Aalto-yliopisto Kustos: professori Kaarina Maatta
Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have of... more Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have official Sámi status. The term ‘non-status’ means that they lack the official status of Sámi people because they do not fulfill the criteria of Sáminess, as defined by the Finnish law of the Sámi Parliament, and thus do not belong to the electoral register of the Sámi Parliament. Some of the Non-status Sámi have revitalised the Sámi language and started to use it actively; this was the target group of this study. In this study, ten Non-status Sámi’s narratives were obtained through interviews. The Sámi-speaking Non-status Sámi were divided into two types according to how they locate themselves in Sámi society: (1) conscious Non-status Sámi; and (2) integrative Non-Status Sámi. According to the findings, Sámi-speaking Non-status Sámi identities and locations within the Sámi society are diverse. The study contributes to the discussion of decolonisation a new perspective from Indigenous peopl...
This article is based on indigenous research focusing on a group located on the margins of Sami s... more This article is based on indigenous research focusing on a group located on the margins of Sami society. This group is called the Non-Status Sami referring to their current juridical status. The theme of the study was very sensitive as many conflicting issues concern this group of Sami-speaking people. This article is based on previous research describing the identification of the non-status Sami in the Sami community. The purpose of this article is to discuss how to pay attention to sensitivity in indigenous research and why sensitivity in this specific context is important. According to the results, the construction process of Sami identity within the boundaries of Sami society was experienced as problematic. Therefore, sensitivity in researching this group played a salient role.
Handbook of Indigenous Education
Journal of Adventure Education and Outdoor Learning
A reformed national curriculum has introduced transformative and sociocultural learning elements ... more A reformed national curriculum has introduced transformative and sociocultural learning elements to the Finnish education system. In addition, sustainability and outdoor education remain pressing issues for Finnish educators. We conducted a content analysis of the views of outdoor education held by student teachers enrolled in first-year sustainability and outdoor education courses in Finland (n = 46). The goal was to identify the learning environments and pedagogical ideas of student teachers. The student teachers emphasised the role of nature in outdoor education and identified locality as an important learning environment. Their surrounding environments included both built and unbuilt environments. The teaching methods they wrote were appropriate outdoor education, active learning, participatory learning, making observations and multidisciplinary learning especially for sustainability issues. Notably, technology and digitalisation were not emphasised in the results. Overall, the student teachers had a strong preliminary knowledge of outdoor learning spaces and clear visions for conducting outdoor education.
Journal of Adventure Education and Outdoor Learning
ABSTRACT Based on the premise that outdoor-oriented learning relies on students’ perceptions of n... more ABSTRACT Based on the premise that outdoor-oriented learning relies on students’ perceptions of nature, this study contributes to the development of outdoor-based education in the Arctic and northern context. The study analyses conceptions and lifetime experiences of nature as reported by students (N = 46) in Sustainability and Outdoor Education-Oriented Teacher Education in Finland. A web-based questionnaire was used to gather data for content analysis. The results revealed variations in the students’ perceptions, although all were very aware of their connection to nature in the Arctic. The findings confirm the need for teachers to be aware that students’ perceptions and lived experiences of nature affect their ability to work with nature-related issues. As those perceptions vary according to background, personal connections and existing knowledge, student-centred education for teachers should take account of these factors.
International Journal of Critical Indigenous Studies
Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have of... more Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have official Sámi status. The term ‘non-status’ means that they lack the official status of Sámi people because they do not fulfill the criteria of Sáminess, as defined by the Finnish law of the Sámi Parliament, and thus do not belong to the electoral register of the Sámi Parliament. Some of the Non-status Sámi have revitalised the Sámi language and started to use it actively; this was the target group of this study. In this study, ten Non-status Sámi’s narratives were obtained through interviews. The Sámi-speaking Non-status Sámi were divided into two types according to how they locate themselves in Sámi society: (1) conscious Non-status Sámi; and (2) integrative Non-Status Sámi. According to the findings, Sámi-speaking Non-status Sámi identities and locations within the Sámi society are diverse. The study contributes to the discussion of decolonisation a new perspective from Indigenous peopl...
Conducted in northern Finland, this study examines Sámi language teachers’ professional identitie... more Conducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers werewilling to further the development of Sámi languages although theyare not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narra...
Avainsanat: alkuperäiskansat, saamelaiset, statukseton saamelainen, kielenelvytys, kulttuurinen i... more Avainsanat: alkuperäiskansat, saamelaiset, statukseton saamelainen, kielenelvytys, kulttuurinen identiteetti, paikantuminen, narratiivinen tutkimus.
Uploads
Papers by Erika Sarivaara