This book sets out to document and analyse the Sámi narrative tradition. It considers the worldviews inherent in the narratives and links them to traditional cosmology and other cultural expressions (such as joik and duodji). The chapters address a variety of issues, including care for children, the perception of nature, disputes over land and natural resources, local justice, the spiritual world of everyday life, and Læstadianism. Sketching Sámi history and the cultural context of storytelling, Nergård also considers the modern challenge for the narrative tradition. Drawing on long-term fieldwork and research, the volume is valuable reading for Indigenous studies and disciplines such as anthropology.

This book provides students, instructors, and lay-readers with a cross-cultural understanding of storytelling as an art form that has existed for centuries, from the first spoken and sung stories to those that are drawn and performed today. This book serves as an indispensable resource for students and scholars interested in storytelling and in multicultural approaches to the arts. By taking an evolutionary approach, this book begins with a discussion of origin stories and continues through history to stories of the 21st century. The text not only engages the stories themselves, it also explains how individuals from all disciplines, from doctors and lawyers to priests and journalists, use stories to focus their readers' and listeners' attention and influence them. This text addresses stories and storytelling across both time (thousands of years) and geography, including in-depth descriptions of storytelling practices occurring in more than 40 different cultures around the world. Part I consists of thematic essays, exploring such topics as the history of storytelling, common elements across cultures, different media, lessons stories teach us, and storytelling today. Part II looks at more than 40 different cultures, with entries following the same outline: Overview, Storytellers: Who Tell the Stories, and When, Creation Mythologies, Teaching Tales and Values, and Cultural Preservation. Several tales/tale excerpts accompany each entry.

This book sets out to document and analyse the Sámi narrative tradition. It considers the worldviews inherent in the narratives and links them to traditional cosmology and other cultural expressions (such as joik and duodji). The chapters address a variety of issues including care for children, the perception of nature, disputes over land and natural resources, local justice, the spiritual world of everyday life, and Læstadianism. Sketching Sámi history and the cultural context of storytelling, Nergård also considers the modern challenge for the narrative tradition. Drawing on long-term fieldwork and research, the volume is valuable reading for Indigenous studies and disciplines such as anthropology.

This open access book is a novel contribution in two ways: It is a multi-disciplinary examination of the indigenous South Saami people in Fennoscandia, a social and cultural group that often is overlooked as it is a minority within the Saami minority. Based on both historical material such as archaeological evidence, 20th century newspapers, and postcard motives as well as current sources such as ongoing land-right trials and recent works of historiography, the articles highlight the culture and living conditions of this indigenous group, mapping the negotiations of different identities through the interaction of Saami and non-Saami people through the ages. By illuminating this under-researched field, the volume also enriches the more general debate on global indigenous history, and sheds light on the construction of a Scandinavian identity and the limits of the welfare state and the myth of heterogeneity and equality.

This book provides a comprehensive overview of Sámi education in a historical and internationally comparative perspective. Despite the cross-national character of the Sámi population, academic literature on Sámi education has so far been published within the different nation states in the Sámi area, and rarely in English. Exploring indigenous educational history around the world, this collection spans from Asia to Oceania to Sápmi and the Americas. The chapters frame Sámi school history within an international context of indigenous and minority education. In doing so, two narrative threads are established: both traditional history of education, and perspectives on the decolonisation of education. This pioneering book will appeal to students and scholars of Sámi education, as well as indigenous education around the world.

DIVCompares the discourses of indigeneity used by Maori and Native American peoples and proposes the concept treaty discourse to characterize the relevant form of postcolonial situation./div