Sámi Re-Imaginings of Equality in/through Extracurricular Arts Education in Finland
View/ Open
File version
Version of Record (VoR)
Author(s)
Kallio, Alexis
Länsman, Hildá
Griffith University Author(s)
Year published
2020
Metadata
Show full item recordAbstract
The Indigenized arts-based inquiry reported in this article addresses matters of equality in Finland’s extracurricular arts education system, as experienced by Indigenous Sámi artists, arts educators, scholars, and community leaders. Challenging national narratives of cultural homogeneity and egalitarianism, this research identifies aspects of this publicly-funded arts education system that function to create, or perpetuate inequality for Sámi learners. Employing narrative and joik as analysis approaches, we reflect upon these processes of exclusion in order to envision new possibilities for this national arts education ...
View more >The Indigenized arts-based inquiry reported in this article addresses matters of equality in Finland’s extracurricular arts education system, as experienced by Indigenous Sámi artists, arts educators, scholars, and community leaders. Challenging national narratives of cultural homogeneity and egalitarianism, this research identifies aspects of this publicly-funded arts education system that function to create, or perpetuate inequality for Sámi learners. Employing narrative and joik as analysis approaches, we reflect upon these processes of exclusion in order to envision new possibilities for this national arts education system to not only accommodate Sámi learners, but to learn from and together with Indigenous arts, pedagogies, onto-epistemologies and ways of being to enhance equality for all.
View less >
View more >The Indigenized arts-based inquiry reported in this article addresses matters of equality in Finland’s extracurricular arts education system, as experienced by Indigenous Sámi artists, arts educators, scholars, and community leaders. Challenging national narratives of cultural homogeneity and egalitarianism, this research identifies aspects of this publicly-funded arts education system that function to create, or perpetuate inequality for Sámi learners. Employing narrative and joik as analysis approaches, we reflect upon these processes of exclusion in order to envision new possibilities for this national arts education system to not only accommodate Sámi learners, but to learn from and together with Indigenous arts, pedagogies, onto-epistemologies and ways of being to enhance equality for all.
View less >
Journal Title
International Journal of Education and the Arts
Volume
19
Issue
7
Copyright Statement
© The Author(s) 2020. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License (https://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Subject
Music education
Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)