Becoming Earth : Rethinking and (Re-)Connecting with the Earth, Sámi Lands and Relations

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Saamelaisten perinteinen tieto kestävän kehityksen pohjana

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Healaidan: Autoetnografia saamen oppimisesta ja kulttuurisesta tiedosta

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Pluriversal stories with Indigenous wor(l)ds creating paths to the other side of the mountain

Source at https://www.dutkansearvi.fi/home/.In this article we travel through theorizing towards what we think Indigenous knowledge does, and how it works and gets presented, by using the concept of the pluriverse. As three researchers concerned with Indigenous studies, we ask how we create and share stories that bring us together in communities and become possible to be shared in the inter-existence of multiple worlds. With locally embedded pluriversal stories, which are grounded in Indigenous ontologies and Indigenous words, we seek to expand the space for different ontologies and practices to become part of the contemporary public and academic discussion. We claim that pluriversal storytelling is a way of practising knowledge together with diverse ontologies, through which the present moments and worlds are being made. It involves making words stand for the world; it is a world-making practice

Traditional Ecological Knowledge

Traditional ecological knowledge (TEK) refers to a body of knowledge, practices, and ideas transmitted and (re)generated orally and non-verbally in diverse forms from generation to generation. It is constantly changing and being updated. TEK is rich among several communities, but we will situate our cases in the Amazonian and Arctic Indigenous contexts. We will also discuss the limits of TEK in sustainability science, which include its truth-value and legitimacy. As it originates from different traditions, experiences, and language structures, it is challenging to systematize. Recently, however, TEK has been recognized in a more inclusive way, and traditional knowledge holders have been taken as collaborators to scientific projects. Therefore, various local communities have been able to contribute to science with their views and knowledge of the social history and presence of specific places, which are rapidly changing due to climate change and global warming. This has also offered better-situated and multidimensional understandings of complex and dynamic ecosystems. The inclusion of TEK can thus bring better-informed results, improve our understanding of environmental situations, and eventually contribute to greater sustainability.Peer reviewe

Øvelser i sameksistens : Kunstneriske felleskaps(for)handlinger på kulturfestivaler i Sápmi

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Kraftfull, slumrende gjensidighet: Forhandlinger i og om samiske landskap

Hvordan lytter vi oss inn til glemte steder i det samiske landskapet? Hvilke kunstneriske og forskningsmessige praksiser kan sette oss i kontakt med de kraftfulle steder som generasjoner før oss har hatt stor respekt for? I prosjektet «Kraftfull slumrende gjensidighet – (glemte) steder i det samiske landskap» kommer kunstnere og forskere sammen i en pågående interesse for steder og fortellinger med en særegen kraft. Steder og hellige steiner, som (glemte) Sieidier, inviterer oss til å lære å lytte og handle på nye måter overfor det materielle. Lytte til den materielle tilstedeværelsen til steder av betydning for mennesker og dyr. Vi ønsker å undersøke hva som er glemt – og hva som kan huskes. Denne teksten skrev vi til utstillingen «Institutt for natur og kunst» som vi deltok på under festspillene i Nord-Norge i 2018. I dette kapitlet reflekterer vi over hvilke forskningspraksiser som åpner for å se det som ikke (lenger) er kjent, og undersøker hvordan vårt prosjekt kan bidra til dekolonialisering både av våre egne, men muligens også andres tillærte forestillinger om hva som er – og hva som ikke er – til stede og konstituerende av og i et samisk landskap

Feminist Ethnography: Processes of knowing and researching in the field education

Tutkimme artikkelissamme, miten tietäminen muotoutuu kasvatusinstituutioissa tehtävässä etnografisessa kenttätyössä. Esitämme, että sanat, kieli ja kielenkäyttö ohjaavat olennaisesti sitä, millaiseksi tieto muotoutuu. Käsittelemme kieltä tutkijan ja tutkimukseen osallistuvien välisenä kohtaamisen välineenä, osallistujien kuulemista ja heidän äänensä välittämistä eteenpäin. Analysoimme, miten ruumiillinen havainto muuttuu kenttämuistiinpanojen kirjoitukseksi ja miten kirjoitus sekä sisältää tutkijan kokemaa että eroaa siitä. Näkökulmamme on metodologinen ja erityisesti feministiseen etnografiaan tarkentuva. Analysoimme, miten havainnot ja puhe muuttuvat kirjoitukseksi. Kasvatuksen instituutioiden etnografinen tutkimus valottaa feministisessä keskustelussa keskeisiä kysymyksiä tutkijan ja tutkimukseen osallistuvien välisistä valtasuhteista sekä tutkijan kokemuksen vaikutuksesta tutkimuksessa syntyvään tietoon. Feministiselle tutkimukselle ominaisesti kuljetamme kysymystä eettisyydestä tarkastelumme läpi.In this methodological article we examine how knowledge is shaped in the ethnographical fieldwork that is being conducted in educational institutions. We are especially interested in how language and writing are engaged in the production of knowledge. We analyse the encounters between the researcher and her field, and see these as emerging in the processes of listening and observing. Hence, we explore how observations and speech turn into writing. Writing also mediates knowledge of the field, but not all of the observations and remarks of the ethnographer captured in the writing. Ethnographical research in the field of education, with the participants being young people and children, deciphers the questions concerning the power-relations between the researcher and the participants and their positionings in relation to each other, both being central issues in feminist methodology. Following the tradition of feminist research, we also concentrate on ethical issues throughout the article.Peer reviewe