Sámi Re-Imaginings of Equality in/through Extracurricular Arts Education in Finland

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. Kallio, Hildá Länsman
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引用次数: 9

Abstract

The Indigenized arts-based inquiry reported in this article addresses matters of equality in Finland’s extracurricular arts education system, as experienced by Indigenous Sami 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 Sami 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 Sami learners, but to learn from and together with Indigenous arts, pedagogies, onto-epistemologies and ways of being to enhance equality for all.
Sámi芬兰课外艺术教育中平等的再想象
本文报道的基于本土化艺术的调查涉及芬兰课外艺术教育系统中的平等问题,正如萨米土著艺术家、艺术教育工作者、学者和社区领袖所经历的那样。这项研究挑战了文化同质性和平等主义的国家叙事,确定了这一公共资助的艺术教育系统的某些方面,这些方面的作用是为萨米语学习者创造或延续不平等。采用叙事和joik作为分析方法,我们反思了这些排斥过程,以便设想国家艺术教育系统的新可能性,不仅能容纳萨米人的学习者,还能从土著艺术、教育学中学习,并与土著艺术、教学学一起学习认识论和存在方式,以增强所有人的平等。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
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