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Journalism Studies for the Indigenous Sámi: from Preparatory Courses to Worldwide Indigenous Master Studies Torkel Rasmussen

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Journalism Studies for the Indigenous Sámi: from Preparatory Courses to Worldwide Indigenous Master Studies Torkel Rasmussen Indigenous Voices: Indigenous Aspirations World Indigenous Nations Higher Education Consortium WINHEC Journal 2017 World Indigenous Nations Higher Education Consortium (WINHEC) Sámi University College, Hánnoluohkká 45, Guovdageaidnu, NO-9520 NORWAY Phone: +47 78 44 84 00, [email protected]. www.winhec.org Copyright © 2017 Copyright to the Papers in this Journal reside at all times with the named author/s and if noted their community/family/society. The author/s assigned to WINHEC a non-exclusive license to publish the documents in this Journal and to publish this document in full on the World Wide Web at www.win-hec.org.au. Further use of this document shall be restricted to personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. Any other usage is prohibited, without the express permission of the authors. ISSN: 1177 - 1364 ON-LINE ISSN: 1177 - 6641 Editor Peter Anderson, Associate Professor - Indigenous Research and Engagement Unit Queensland University of Technology [email protected] 2017 Edition - Guest Editors Paul Whitinui (Ngā Puhi, Te Aupōuri, Ngāti Kurī) - Exercise Science, Physical and Health Education, University of Victoria, BC, Canada [email protected] Onowa McIvor (Cree) - Indigenous Education, University of Victoria, BC, Canada [email protected] Art Work The cover of this WINHEC Journal displays the artwork of Nicole Davies, Saulteaux (Anishinaabe) and Métis woman who generously donated her time and talent to our grassroots and internationally higher education efforts. Editorial and formatting assistance Nicole Davies, MA (Candidate), Indigenous Governance, University of Victoria provided extraordinary editorial and formatting assistance for the completion of this journal issue. The WINHEC Journal can be directly downloaded from www.winhec.org. Table of Contents Indigenous Knowledge Systems and Cross-Cultural Research Ray Barnhardt ........................................................................................................................ 2 The Present and Future of Land-based Education in Treaty #3 Donna Chief & Brendan Smyth ............................................................................................. 14 Highlighting the Voices and Aspirations of Māori Families and Children on Ka Puananī o Te Reo Māori, their Unique One-Day Language Programme Kelli Te Maihāroa................................................................................................................. 24 Journalism Studies for the Indigenous Sámi: From preparatory courses to worldwide Indigenous Master Studies Torkel Rasmussen ................................................................................................................. 40 Indigenous languages of the North: A comparative analysis of the language situations in Topolinoe in Sakha and Guovdgeaidnu in Sápmi Nils Dannemark, Mikkel Rasmus Logje, Karen Marit Siri, Angelika Syrovatskaya, John Todal & Antonina Vinokurova ....................................................................................................... 57 Book Review: And Grandma Said . Iroquois Teachings as Passed Down through the Oral Tradition By Tom Sakokweniónkwas Porter Boni Robertson ..................................................................................................................... 81 Indigenous Knowledge Systems and Cross-Cultural Research Ray Barnhardt Abstract This article addresses a number of issues specific to underserved populations in Alaska and other geographic regions inhabited by Indigenous peoples. It also provides a much-needed impetus toward organizing research and education support structures that contribute to the broadening of an infrastructure fostering the use of multiple knowledge systems and diverse approaches to research. The international scope of the initiatives described provides multiple benefits derived from the economies of scale associated with linking numerous small-scale populations, as well as increased generalizability of outcomes associated with the extensive opportunities for cross-cultural comparison. Keywords: Indigenous knowledge systems, cross-cultural, research initiatives, institutional mapping. Introduction The initiatives outlined in this article are intended to advance our understanding of cultural processes as they occur in diverse community contexts, as well as contribute to the further conceptualization, critique, and development of Indigenous knowledge systems. Just as those same initiatives have drawn from the experiences of Indigenous peoples from around the world, the organizations and personnel associated with this article have played a lead role in developing the emerging theoretical and evidentiary underpinnings on which the associated research is based. The expansion of the knowledge base that is associated with the interaction between western science and Indigenous knowledge systems will contribute to an emerging body of scholarly work regarding the critical role that local observations and Indigenous knowledge can play in deepening our understanding of human and ecological processes, particularly in reference to the experiences of Indigenous peoples. In Pursuit of Indigenous Research Methodologies The graduate education initiatives outlined in this paper will help to integrate the tools and approaches of the natural and social sciences in a cross-cultural and interdisciplinary framework for analysis, and to better understand the emerging dynamic between Indigenous knowledge systems and western science. The focus is on the interface between Indigenous knowledge and research on an international scale, with opportunities for collaboration among Indigenous 2 peoples from around the world. The emphasis is on engaging a new generation of Indigenous PhDs by providing support for a cohort of Indigenous graduate students and scholars who can effectively integrate multiple cultural perspectives. In so doing, we are pursuing the development of a deeper understanding of Indigenous knowledge systems as they relate to conceptions of research, and the application of that understanding to contemporary issues, particularly in the context of Indigenous research initiatives. It also draws and builds upon past and current Indigenous research initiatives that have sought to utilize Indigenous knowledge to strengthen the research and pedagogical practices in K-12 education. With numerous research initiatives currently in various stages of development and implementation that revolve around themes that drive the University of Alaska, Fairbank’s (UAF) engagement with Indigenous research, there is an unprecedented window of opportunity to open new channels of communication between scientists and Indigenous communities, particularly as they relate to research activities that are of the most consequence to Indigenous peoples (e.g. effects of climate change, environmental degradation, contaminants and subsistence resources, health and nutrition, bio/cultural diversity, natural resource management, economic development, resilience and adaptation, community viability, cultural sustainability, language, and education, etc.). Despite the competing bodies of knowledge (Indigenous and western) that have bearing on a comprehensive understanding of relevant research initiatives, we seek to provide an opportunity for faculty and students to embed an Indigenous perspective with/in their graduate research initiatives to contribute and learn from applying a collaborative research process. Given the range of interdisciplinary applications and research topics that come into play in the interface between Indigenous and western knowledge systems, the UAF Indigenous Studies PhD program has been structured to ensure that students achieve both breadth and depth in their graduate studies. This is accomplished by requiring all students to complete a set of core courses, coupled with specialization from a choice of six emphasis areas: Indigenous Knowledge Systems Indigenous Pedagogy/Education Indigenous Research Indigenous Leadership Indigenous Languages Indigenous Sustainability By providing graduate fellowships and support for a cohort of Indigenous PhD candidates who are matched with various research initiatives, while at the same time engaged in an articulated course of graduate studies focusing on the Indigenous knowledge theme, we are preparing a new generation of scholars whose legacy will extend well beyond the projected time-frame of the current research initiatives. The crosscutting nature of Indigenous knowledge systems provides opportunities to not only deepen our understanding within particular thematic areas, but also to 3 better understand processes of interaction across and between themes. Much research has been done in recent years on identifying discrete features of Indigenous knowledge systems that are recognized as having scientific relevance and application in various fields (Krupnik and Jolly, 2005). However, few cultural insiders have engaged in systematic studies of Indigenous knowledge systems to identify the underlying epistemological structures that connect those discrete elements together and the processes by which the knowledge is accrued, adapted and passed on to succeeding generations (Kawagley, 1995). By addressing these latter considerations, we are confronting some of the most long-standing educational, social, and political challenges in Indigenous societies around the world. In addition to conducting research on the inner dynamics of
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