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Genealogy
Special Issues
Indigenous Issues in Education
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Indigenous Issues in Education

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

Deadline for manuscript submissions: 30 April 2024 | Viewed by 3852

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 (genealogy@mdpi.com). 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

Published Papers (3 papers)

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Research

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 318
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)
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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 707
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 - 09 Aug 2023
Cited by 1 | Viewed by 1883
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)
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