Ethical Perspectives on Sámi School Research
The research contexts of indigenous peoples and Sámi education are versatile. The diversity of the Sámi School originates in the tradition of colonization and the decolonization process that follows it. Sámi communities are relatively wide and scattered because of the geographical reach of their settlement. Inner, cul- tural, and livelihood-related differences are also great. In addition, the diversity manifests itself as multilingualism. Local multiculturalism consists not only of the Sámi, Finns, Norwegians, and Kvens, but also other ethnic minorities: all these languages increase the language-sociological richness in the everyday life at the Sámi School. Moreover, the political situation including legislation and human rights has to be taken into consideration. When the purpose is to rethink schooling from the perspective of indigenous peoples’ own needs, it is worth asking how research, educational practices, and curriculum have to change to recognize and incorporate local forms of knowledge and ways of knowing. Along research, the importance of indigenous knowledge is being realized (Mu- rillo, 2009)—even to the extent where methods of collecting, analyzing, and presenting data characterize the western academic tradition as well as indige- nous ways of knowing, communicating and sharing knowledge (Webster & John, 2010). Recently, more attention has been paid on how the western education has af- fected individuals, and local cultures and knowledge (see e.g., Barnhardt & Ka- wagley, 2005). In the school context, ecological and cultural factors affect stu- dents’ cognitive, affective, and social development (Seitamo, 1991). Linguistic and cultural diversity provides that teaching...
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