Pigga Keskitalo
Dados Biográficos
| ID | 616685 |
|---|---|
| NOME | Pigga Keskitalo |
| PRENOMES | Pigga |
| SOBRENOME | Keskitalo |
| ASSINATURA | KESKITALO P |
| AFILIAÇÕES | Sámi University of Applied Sciences |
| ORCID | 0000-0002-7722-9482 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Charlotta Svonni, Utbildning för samer. Ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal, Umeå
Introduction. Historical Research and the Legacies of Sami EducationIn recent years, the Nordic countries have launched national truth and reconciliation processes to address the historical injustices experienced by the Sami people and other minorities.These efforts have brought to light the deep and lasting impacts of assimilation policies, cultural erasure, and systemic discrimination across institutions-including education (Norlin & Lindmark 2…
Nordic truth commissions and the Sámi
Indigenizing pre-teacher education
The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi— Scandinavia and Kola Peninsula, Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling metho…
Finnish pre-service teachers’ knowledge about the Indigenous Sámi people
Teacher education worldwide struggles to prepare pre-service teachers for increasingly diverse teaching contexts, and for such preparation, it is imperative to understand their prior knowledge and attitudes. This study surveyed pre-service teacher students in their first study year in a Northern Finnish teacher education program to determine the knowledge they had about the indigenous Sámi people and their evaluation of their own competency in th…
Positioning the Voice and Agency of Young Children in the Distance Education of the Sami Languages
This article examines the agency and voices of children aged six and seven who study the endangered Indigenous Sami languages Northern, Skolt and Inari Sami through distance education in Finland. While ensuring the agency and voices of children, this article addresses connections between microlevel actions in online teaching and, more widely, the surrounding sociopolitical context. About 75% of Sami-speaking children under the age of 10 live outs…
Epilogue
This collection of contributions addressing Indigenous research methodologies in Sámi and global contexts organically come to stress the responsibility of Indigenous research.This book grew out of years of collaboration.It started with a workshop at the Sámi University of Applied Sciences in Kautokeino.More correctly, in Guovdageaidnu.Using the Sámi name of a Sámi place is an important part of Indigenizing our research.At the Guovdageaidnu worksh…
Contemporary Indigenous Research within Sámi and Global Indigenous Studies Contexts
This chapter addresses the genealogy of Indigenous studies, and how it is conceptualized and practised in the Sámi context. It discusses the inclusion of Indigenous knowledges and Indigenous ways of doing research in academia, as well as the role of Indigenous research methodologies in this effort. We link our chapter to larger academic Indigenous discussions on the concepts of ‘knowledge’, ‘decolonization’, ‘research’ and ‘indigenization’. At th…
Gáfestallan Talks of the Indigenous Research Paradigm in Sámi Research
This chapter continues the discussion on an Indigenous research paradigm involving Indigenous research methodologies based on existing theories and the authors’ experience. We present our own experiences of conducting our PhD research projects in social sciences and teaching Sámi higher education programmes. We retrospectively evaluate the research processes we used in writing our PhD dissertations, with particular attention to how we implemented…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Sámi Educational History in a Comparative International Perspective
Sámi language teachers' professional identities explained through narratives about language acquisition
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 teacher…
Mediating Structures in Sámi Language Revitalisation
The revitalisation of the Sámi languages and support for language domains are central educational measures in the post-assimilation situation in Northern Europe. Taking critical indigenous education as the starting point, this meta-theoretical article discusses language revitalisation through mediating structures. Mediating structures provide the tools necessary to use language revitalisation as a means to counter the legacy of assimilation that …
Language Immersion Tepee” as a Facilitator of Sámi Language Learning
Due to the history of assimilation, power relations, and their sociolinguistic situation, the Sámi languages are categorized as endangered. The position of the Sámi languages in Sámi education is reviewed, and language immersion as a teaching method and as a means of language maintenance is discussed. Sámi language learning is described through the theoretical model of a “Language Immersion Tepee,” adapted from an idea in which the pupil advances…
How Do the Sámi Culture and School Culture Converge - or Do They
This article dissects instruction in the Norwegian Sámi School and its cultural sensitivity. The focus is on the classroom culture of Sámi education: how Sámi education is arranged in practice. The core of the research is intertwined with issues concerning the status, language, and culture of Indigenous people in education. The research was ethnographic and the research data consists of questionnaires ( N= 108), teachers' ( N= 15) interviews, and…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Sámi language teachers' professional identities explained through narratives about language acquisition
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 teacher…
Language Immersion Tepee” as a Facilitator of Sámi Language Learning
Due to the history of assimilation, power relations, and their sociolinguistic situation, the Sámi languages are categorized as endangered. The position of the Sámi languages in Sámi education is reviewed, and language immersion as a teaching method and as a means of language maintenance is discussed. Sámi language learning is described through the theoretical model of a “Language Immersion Tepee,” adapted from an idea in which the pupil advances…
How Do the Sámi Culture and School Culture Converge - or Do They
This article dissects instruction in the Norwegian Sámi School and its cultural sensitivity. The focus is on the classroom culture of Sámi education: how Sámi education is arranged in practice. The core of the research is intertwined with issues concerning the status, language, and culture of Indigenous people in education. The research was ethnographic and the research data consists of questionnaires ( N= 108), teachers' ( N= 15) interviews, and…
Language Immersion Tepee” as a Facilitator of Sámi Language Learning
Due to the history of assimilation, power relations, and their sociolinguistic situation, the Sámi languages are categorized as endangered. The position of the Sámi languages in Sámi education is reviewed, and language immersion as a teaching method and as a means of language maintenance is discussed. Sámi language learning is described through the theoretical model of a “Language Immersion Tepee,” adapted from an idea in which the pupil advances…
Mediating Structures in Sámi Language Revitalisation
The revitalisation of the Sámi languages and support for language domains are central educational measures in the post-assimilation situation in Northern Europe. Taking critical indigenous education as the starting point, this meta-theoretical article discusses language revitalisation through mediating structures. Mediating structures provide the tools necessary to use language revitalisation as a means to counter the legacy of assimilation that …
Sámi Educational History in a Comparative International Perspective
Sámi language teachers' professional identities explained through narratives about language acquisition
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 teacher…
Epilogue
This collection of contributions addressing Indigenous research methodologies in Sámi and global contexts organically come to stress the responsibility of Indigenous research.This book grew out of years of collaboration.It started with a workshop at the Sámi University of Applied Sciences in Kautokeino.More correctly, in Guovdageaidnu.Using the Sámi name of a Sámi place is an important part of Indigenizing our research.At the Guovdageaidnu worksh…
Contemporary Indigenous Research within Sámi and Global Indigenous Studies Contexts
This chapter addresses the genealogy of Indigenous studies, and how it is conceptualized and practised in the Sámi context. It discusses the inclusion of Indigenous knowledges and Indigenous ways of doing research in academia, as well as the role of Indigenous research methodologies in this effort. We link our chapter to larger academic Indigenous discussions on the concepts of ‘knowledge’, ‘decolonization’, ‘research’ and ‘indigenization’. At th…
Gáfestallan Talks of the Indigenous Research Paradigm in Sámi Research
This chapter continues the discussion on an Indigenous research paradigm involving Indigenous research methodologies based on existing theories and the authors’ experience. We present our own experiences of conducting our PhD research projects in social sciences and teaching Sámi higher education programmes. We retrospectively evaluate the research processes we used in writing our PhD dissertations, with particular attention to how we implemented…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Positioning the Voice and Agency of Young Children in the Distance Education of the Sami Languages
This article examines the agency and voices of children aged six and seven who study the endangered Indigenous Sami languages Northern, Skolt and Inari Sami through distance education in Finland. While ensuring the agency and voices of children, this article addresses connections between microlevel actions in online teaching and, more widely, the surrounding sociopolitical context. About 75% of Sami-speaking children under the age of 10 live outs…
Finnish pre-service teachers’ knowledge about the Indigenous Sámi people
Teacher education worldwide struggles to prepare pre-service teachers for increasingly diverse teaching contexts, and for such preparation, it is imperative to understand their prior knowledge and attitudes. This study surveyed pre-service teacher students in their first study year in a Northern Finnish teacher education program to determine the knowledge they had about the indigenous Sámi people and their evaluation of their own competency in th…
Indigenizing pre-teacher education
The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi— Scandinavia and Kola Peninsula, Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling metho…
Charlotta Svonni, Utbildning för samer. Ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal, Umeå
Introduction. Historical Research and the Legacies of Sami EducationIn recent years, the Nordic countries have launched national truth and reconciliation processes to address the historical injustices experienced by the Sami people and other minorities.These efforts have brought to light the deep and lasting impacts of assimilation policies, cultural erasure, and systemic discrimination across institutions-including education (Norlin & Lindmark 2…
Nordic truth commissions and the Sámi
Sociology (9 obras) · Indigenous (7 obras) · Pedagogy (6 obras) · Indigenous Studies and Ecology (5 obras) · Political science (5 obras) · Educator Training and Historical Pedagogy (4 obras) · Indigenous Health, Education, and Rights (4 obras) · Linguistics (4 obras) · Multilingual Education and Policy (4 obras) · Psychology (4 obras)