Moniääninen paikka:opettajien kertomuksia elämästä ja koulutyöstä Lapissa

• Main Author: Erkkilä, R. (Raija)
• Format: Doctoral or Postdoctoral Thesis
• Language: Finnish
• Published: University of Oulu 2005
• Subjects: Saami; case study; local knowledge; narrativity; personal knowledge; sense of place; teachers; teaching; narratiivisuus; opettajan työ; opettajat; paikallinen tieto; paikkatunne; persoonallinen tieto; saamelaiset; tapaustutkimus; báikedovdamuš; báikkálaš diehtu; dáhpáhusdutkamuš; narratiivvalašvuohta; oahpaheaddji bargu; oahpaheaddjit; persovnnalaš diehtu; sámit; saami; Lapland
• Online Access: http://urn.fi/urn:isbn:951427802X

Abstract This narrative-biographical study focuses on stories told by teachers working in Lapland about their work and life. The key concept of the study is ‘place’, which is conceptualised as subjectively experienced place in line with humanistic geography. The research data consisted of interviews of seven teachers working in Lapland, including two Saami and five Finnish teachers. Two main research questions were addressed: I How do teachers tell about place? II What is teachers’ manner of knowing from the viewpoint of place? The results revealed an inside view of ‘place’, which reflects the dweller’s perspective towards place. The informants’ stories highlighted five place-related sentiments: concern, commitment, sense of home, recognition and appreciation. At the general level, teachers felt concern about the contradiction between the south and the north. They also felt concern about the future of their pupils, schools and villages. Commitment and sense of home were enhanced by a place-related lifestyle and nature as well as an opportunity to do subjectively meaningful things. The teachers described their sentiment of belonging to a place in a way that reflected recognition and appreciation. For an individual, recognition related to everyday phenomena and interpersonal relations played an important role, but recognition by different groups and society was also significant. The autobiographical story by one of the Saami teachers clearly indicated the significance of local knowledge for teachers’ work. Personal local knowledge is tacit knowledge based on experience and constitutes an important aspect of teachers’ practical knowledge. The focus of this autobiographical story did not involve only the teacher but also the community, the people, the place and the culture that the teacher felt herself to be part of. Saami ancestry defined this teacher’s mode of existence in a crucial way. Since she shared the cultural background of her pupils, she understood their everyday school life well. She had an important ...