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  • 1.
    Parfa Koskinen, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    An Indigenous Strategy of Inquiry supporting Networked Learning2020Ingår i: Proceedings for the Twelfth International Conference on Networked Learning 2020: May 18-20 2020, Online / [ed] Maarten De Laat; Thomas Ryberg; Nina Bonderup Dohn; Stig Børsen Hansen; Jens Jørgen Hansen, AAlborg: Aalborg University , 2020, s. 326-332Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper answers two questions: What philosophical ideas in an Indigenous research paradigm serve as relational 'spaces' for a boundary-crossing Strategy of Inquiry? How do these underpinnings align with Wenger's expanded theory of Communities of Practice, a common theory within Networked Learning? Finding easily available guidance into theoretical frameworks and methods working from Indigenous philosophical underpinnings has proven to be a challenge. However, in Networked Learning there are several theories aligning well with Indigenous philosophy of which Wenger's expanded theory on Communities of Practice serves as one example highlighted in this paper. In finding relational 'spaces', ontological, epistemological and axiological underpinnings in an Indigenous research paradigm has been identified through Indigenous researchers' writings, relating those to Wenger's ideas. The findings in this paper are to be considered as a starting point for further discussions and investigations. They are not aimed at offering a complete picture, rather as something that can be widened as the boundaries between different paradigms are crossed. The readings show that an Indigenous research paradigm is called for when conducting research within an Indigenous context, especially as an Indigenous researcher, but can also inform other research paradigms, offering a boundary-crossing paradigm proliferation. Several relational 'spaces' are identified and accounted for. By looking for relational 'spaces' between an Indigenous research paradigm and Networked Learning, this paper serves as a boundary-crossing object between different paradigms, providing an outline of an Indigenous Strategy of Inquiry for a research study on remote, 1-9, Sami language education where networked learning is promoted.

  • 2.
    Parfa Koskinen, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Book Review: Indigenous Efflorescence: Beyond revitalisation in Sápmi and Ainu Mosir2022Ingår i: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, nr 2, s. 98-104Artikel, recension (Refereegranskat)
    Abstract [en]

    This is a book review of an anthropological anthology, Indigenous Efflorescence. Beyond revitalisation in Sápmi and Ainu Mosiredited by Gerhard Roche, Hiroshi Maruyama and Åsa Virdi Kråik (2018). The volume acknowledge ongoing efforts around the globe to revitalise languages and cultures, defining Indigenous efflorescence as a slow revolution occurring almost unnoticeably. Examples from two Indigenous peoples are provided, Sámi and Ainu, giving voice to thirty contributors who describe contexts and practices of 'Indigenous efflorescence' in a broad variety of settings. The review focusses on the merits of the concept of Indigenous efflorescence with a special emphasis on three of the chapters where digital contexts are provided. (Indigenous) efflorescence is an interesting theoretical concept to investigate in relation to theory and practice in remote teaching, online learning, and distance education for K-12 schools as it stresses the aim with any educational practice, which is the growth and flourishing of those involved. It also offers leverage against simplistic narratives of both decline and progress. This volume does what it sets out to do: offer hope and stimulate projects for supporting Indigenous efflorescence.

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  • 3.
    Parfa Koskinen, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Developing a researcher identity of relevance for remote Indigenous language education2020Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 37, nr 5, s. 341-4880Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: The study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous Sami and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a PhD study on remote 1-9 Sami language education can be informed by an Indigenous research paradigm. What philosophical guidelines are needed in navigating a sensitive field of investigation shaped by historical atrocities, discrimination and racist assumptions towards the Sami people and other Indigenous, marginalised groups?

    Design/methodology/approach: A dialogical approach has been used between readings of mainly Indigenous scholars' writings on the topic and anecdotes illustrating personal experiences from a lived life as Sami.

    Findings: Through this process, a researcher identity has developed, informed by the views from an Indigenous research paradigm that humans are ontologically equal to other entities, and epistemologically knowledge constitutes of relationships between different entities. This makes relationality a central feature of an Indigenous epistemology -not only between people but also including, for example, ideas, history, ancestors, future, artefacts and spirituality - which links epistemology to ontology. The axiological issue of accountability works holistically as "glue".

    Originality/value: Elucidating underlying arguments and motives behind both an Indigenous research paradigm and the development of researcher identity when designing and planning research is rarely done, which provides the originality of the present contribution.

  • 4.
    Parfa Koskinen, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Discursive gaps as spaces for Sami educational self-governance: A Bernsteinian analysis of classification and framing2020Ingår i: Education in the North, ISSN 0424-5512, Vol. 27, nr 2, s. 136-151Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current COVID-19 crisis has made digitally mediated education the centre of attention. Even before, in 2015, changes in the Swedish Educational Act opened up remote education within the compulsory school system, i.e. pupils aged 6–15. Remote, in this paper, signifies synchronous online education where students and teachers are separated in space but not in time. This paper aims at bringing about an understanding of the mechanisms and practices of cultural reproduction and transformation contributing to the construction of remote Sámi language education organised and offered by the Sámi Education Board in Sweden. To investigate if and how digital technologies influence the access to culturally and linguistically relevant education, a theory driven, thematic document analysis has been conducted. Through the Bernsteinian concepts of classification and framing, discursive gaps/spaces are identified and described. Especially where framing is weak, self-governing gaps/spaces are located, though not fully utilised as such due to lack of financial resources. Remote education can play a vital role in counteracting historical assimilative politics responsible for today's situation regarding e.g. lack of licensed Sámi language teachers and teaching aids. These issues can only be resolved by allocating more financial resources from state level.

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