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Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.

I detta kapitel redogör vi, var för sig, för de specifika forskningsområden där vi är verksamma. Vi beskriver teoretiska ramverk, forskningsprinciper och ger exempel på metodologiska verktg och frågeställningar som kan vägleda studenter som är intresserade av liknande frågor inom en etnologisk ram.

Embedded with pre-existing meaning and a complex set of core principles and practices, "diplomacy" is a term familiar to most. Simply put, diplomacy is the established methods of influencing the decisions and behavior of foreign governments and peoples through dialogue, negotiation, and other measures to resolve conflict and maintain peace. In this article, we review the literature pertaining to the concept of diplomacy, focusing primarily on the lesser recognized diplomacies of First Peoples in Australia and Sweden. Through the telling of three significant events, historical and contemporary, drawn from many possible examples of the two nations, we demonstrate that Indigenous diplomacies are not new but rather newly recognized. We argue for the utilization of Indigenous diplomatic practices to realize self-determining research with, and by, First Peoples. In doing so, centuries of colonization that have resulted in power imbalances, which sought to assimilate and benefit settler/colonizer privilege through its governing institutions, may be disrupted and transformed. According to the literature search undertaken, this is an approach to Indigenous research that has received scant attention. Our discussion is guided by two key questions. First, can research informed by Indigenous diplomatic practices disrupt assimilationist research agendas set predominantly by society's governing institutions? Second, can recognition of Indigenous diplomatic principles and practices facilitate self-determining research? We draw on our experiences as Indigenous and non-Indigenous researchers to suggest that the enactment of Indigenous diplomatic practices when undertaking our research 'proper ways' with First Peoples, according to Indigenous ways of knowing, being, and doing, has facilitated its success.

Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.

Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell, 2019; Wilson-Strydom, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson, 2009; Nakata, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson, 2002; Norlin, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs, and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy.