Change search
Link to record
Permanent link

Direct link
BETA
Jannok-Nutti, Ylva
Publications (10 of 26) Show all publications
(2013). Matematik med samiska ögon: Fortsatta ripsteg mot en flerkulturell och flerspråkig matematikundervisning, ett skolutvecklingsarbete i sameskolan (ed.). Paper presented at . Jokkmokk: Sameskolstyrelsen
Open this publication in new window or tab >>Matematik med samiska ögon: Fortsatta ripsteg mot en flerkulturell och flerspråkig matematikundervisning, ett skolutvecklingsarbete i sameskolan
2013 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Jokkmokk: Sameskolstyrelsen, 2013. p. 64
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-23154 (URN)5c9a778e-4677-4064-883f-8f00571e27dd (Local ID)5c9a778e-4677-4064-883f-8f00571e27dd (Archive number)5c9a778e-4677-4064-883f-8f00571e27dd (OAI)
Note

Godkänd; 2013; 20131210 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-11Bibliographically approved
McNair, M., Owens, K., Bennet, M., Logan, P., Murray, L., O'Sullivan, D., . . . Taylor, P. (2012). Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students (ed.). Paper presented at . Journal of Australian Indigenous Issues, 15(1), 20-39
Open this publication in new window or tab >>Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students
Show others...
2012 (English)In: Journal of Australian Indigenous Issues, ISSN 1440-5202, Vol. 15, no 1, p. 20-39Article in journal (Refereed) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16350 (URN)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Local ID)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Archive number)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (OAI)
Note
Validerad; 2012; 20120620 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Owens, K., Paraides, P., Jannok-Nutti, Y., Johansson, G., Bennet, M., Doolan, P., . . . Taylor, P. (2011). Cultural horizons for mathematics (ed.). Mathematics Education Research Journal, 23(2), 253-274
Open this publication in new window or tab >>Cultural horizons for mathematics
Show others...
2011 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 23, no 2, p. 253-274Article in journal (Refereed) Published
Abstract [en]

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-7142 (URN)10.1007/s13394-011-0014-3 (DOI)2-s2.0-80051974906 (Scopus ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Local ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Archive number)57708ca0-2fe8-4308-b54a-fce2f049be73 (OAI)
Note

Validerad; 2011; 20110824 (ysko)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Jannok-Nutti, Y. (2011). Decolonization through critical action research and multicultural and/or intercultural education (ed.). Paper presented at Intercultural Versus Critical Education – Contrast or Concordance? : 14/04/2011 - 17/04/2011. Paper presented at Intercultural Versus Critical Education – Contrast or Concordance? : 14/04/2011 - 17/04/2011.
Open this publication in new window or tab >>Decolonization through critical action research and multicultural and/or intercultural education
2011 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-30239 (URN)400d2c85-921f-4a21-90a7-a8a596e8c072 (Local ID)400d2c85-921f-4a21-90a7-a8a596e8c072 (Archive number)400d2c85-921f-4a21-90a7-a8a596e8c072 (OAI)
Conference
Intercultural Versus Critical Education – Contrast or Concordance? : 14/04/2011 - 17/04/2011
Note
Godkänd; 2011; 20111205 (ylvjan)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Jannok-Nutti, Y. (2011). Indigenous Education in Sámi preschool and school: Indigenous teachers’ perspective from problems to possibilities (ed.). Paper presented at World Indigenous Peoples' Conference on Education : 14/08/2011 - 18/08/2011. Paper presented at World Indigenous Peoples' Conference on Education : 14/08/2011 - 18/08/2011.
Open this publication in new window or tab >>Indigenous Education in Sámi preschool and school: Indigenous teachers’ perspective from problems to possibilities
2011 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The aim of the presentation is to discuss the transformation of indigenous education from the perspective of indigenous teachers so that the indigenous culture becomes the point of departure in such education. I will examine this from the perspective of a critical utopian action research project in Sámi preschools and schools. The paper will focus on indigenous teachers’ experiences of indigenous school transformation and the realisation of transformation activities. The transformation activities took place together with teachers, children/pupils, parents and elders. The theoretical points of departure were taken from Smith’s theory of indigenous research and Banks’ theory for the integration of multicultural content in teaching, which is also discussed from the perspective of the concept of intercultural education. Further, Bernstein’s recontextualisation theory is used. The study also draws on Lipka’s previous research in Alaska. The study was divided into three parts. Part one was based on teachers experience concerning transforming the education from a cultural perspective. Part two focused on performed transformation activities. The activities were implemented through cultural thematic work, through typical school activities with cultural elements or through activities where the culture served as the basis for education. In part three teachers expressed their experiences after the transformation activities. The result from the study showed that the teachers’ challenges initially were focused on external obstacles, but finally the external obstacles were described as internal to a higher degree. The teachers expressed a change from problem- to possibility-oriented and they became active transformation agents. The process made decolonisation visible.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-30477 (URN)44ec24fa-4c4d-440b-9fdc-4e38741e86ac (Local ID)44ec24fa-4c4d-440b-9fdc-4e38741e86ac (Archive number)44ec24fa-4c4d-440b-9fdc-4e38741e86ac (OAI)
Conference
World Indigenous Peoples' Conference on Education : 14/08/2011 - 18/08/2011
Note
Godkänd; 2011; 20111205 (ylvjan)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Jannok-Nutti, Y. (2011). Lärares perspektiv på transformeringsaktiviteter i samisk förskola och sameskola (ed.). Paper presented at Konferanse om samisk barnehage- og skoleforskning : 14/09/2011 - 15/09/2011. Paper presented at Konferanse om samisk barnehage- og skoleforskning : 14/09/2011 - 15/09/2011.
Open this publication in new window or tab >>Lärares perspektiv på transformeringsaktiviteter i samisk förskola och sameskola
2011 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-26772 (URN)003014c9-6afb-45d1-9daa-ed617bd5038e (Local ID)003014c9-6afb-45d1-9daa-ed617bd5038e (Archive number)003014c9-6afb-45d1-9daa-ed617bd5038e (OAI)
Conference
Konferanse om samisk barnehage- og skoleforskning : 14/09/2011 - 15/09/2011
Note
Godkänd; 2011; 20111205 (ylvjan)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-24Bibliographically approved
Johansson, G. & Jannok-Nutti, Y. (2011). Projekt: Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008. Paper presented at .
Open this publication in new window or tab >>Projekt: Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008
2011 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Syftet med projektet var att synliggöra och utveckla kunskap om utbildningen i matematik utifrån tidigare erfarenheter och licentiatavhandlig av Ylva Jannok Nutti (2007): “Matematiskt tänkande inom samisk kultur...”. Projektet kan ses som en förberedelse för en ansökan av ett longitudiellt forsknings- och utvecklingsarbete inom samisk utbildning. Projektet fokus är inriktat mot den samiska utbildningen, sameskolor, samt ansvariga för lärarutbildning och organisation av den samiska utbildningen i Sverige och Finland.

Identifiers
urn:nbn:se:ltu:diva-36056 (URN)49dfe101-0003-46d1-800e-46722a551844 (Local ID)49dfe101-0003-46d1-800e-46722a551844 (Archive number)49dfe101-0003-46d1-800e-46722a551844 (OAI)
Note

Publikationer: Lärares lärande i samisk förskola och sameskola; Status: Avslutat; Period: 01/08/2007 → 30/04/2008

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Johansson, G., Jannok-Nutti, Y. & Jorun, H. (2011). Projekt: Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola. Paper presented at .
Open this publication in new window or tab >>Projekt: Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola
2011 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Luleå tekniska universitet bedriver i samarbete med Høgskolen i Tromsø ett Interreg IV A Nord-projekt. Syftet med projektet är att initiera vitalisering och revitalisering av samiska och samisk traditionell kunskap genom utvecklingsarbeten i samiska och matematik inom den samiska utbildningen i samisk förskola och Sameskola.

Identifiers
urn:nbn:se:ltu:diva-36008 (URN)22a5a8be-3057-4d16-b435-d10d26122372 (Local ID)22a5a8be-3057-4d16-b435-d10d26122372 (Archive number)22a5a8be-3057-4d16-b435-d10d26122372 (OAI)
Note

Finansieringskälla: EU research programme (public); Forskningsprogram: Interreg. 4A nord, delprogram Sápmi; Publikationer: Lärares lärande i samisk förskola och sameskola; Status: Avslutat; Period: 01/01/2008 → 30/08/2010

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Jannok-Nutti, Y. & Johansson, G. (2010). Lärares lärande i samisk förskola och sameskola (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Lärares lärande i samisk förskola och sameskola
2010 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2010. p. 142
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-24261 (URN)a4933bfe-5233-49a8-95a2-650884896d71 (Local ID)a4933bfe-5233-49a8-95a2-650884896d71 (Archive number)a4933bfe-5233-49a8-95a2-650884896d71 (OAI)
Projects
Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola, Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008
Note
Godkänd; 2010; 20111219 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Jannok-Nutti, Y. (2010). Ripsteg mot spetskunskap i samisk matematik: lärares perspektiv på transformeringsaktiviteter i samisk förskola och sameskola (ed.). (Doctoral dissertation). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Ripsteg mot spetskunskap i samisk matematik: lärares perspektiv på transformeringsaktiviteter i samisk förskola och sameskola
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Grouse steps towards front line knowledge in Sámi mathematics : Teachers' perspective on transformations activities in Sámi preschool and Sámi school
Abstract [en]

The aim of the present thesis is to describe, analyse and try to understand transformation of education in mathematics from a teacher perspective so that a Sámi perspective becomes the point of departure of the education. The thesis work was conducted as an action research project with focus on teachers' perspective on transformation and implementation of transformation activities in mathematics. Theoretical points of departure were taken from Smith's theory of indigenous perspectives, Banks' theory for integration of multicultural and intercultural content in the teaching, and Bernstein's recontextualisation theory. The study is located among the research areas of cultural context, education and mathematics didactics. The background of the thesis is Jannok Nutti's licentiate thesis, where Sámi traditional knowledge was described and analysed on the basis of the ethnomathematician Bishop's mathematical activities. The study also draws on Lipka's previous research in Alaska, where the cooperation among elderly bearers of culture, teachers, mathematicians and researchers resulted in culture-based maths lessons. The study was conducted in collaboration with teachers at Sámi schools within an action research project. The method for the action research was based on Nielsen's and Aagard Nielsen's critical utopian action research model. The study was divided into three parts, where the first part was based on talks with different groups of teachers about what the education in mathematics looks like today and what challenges the teachers experience concerning the Sámi perspective on education in mathematics. Part two focused on reflection talks with the teachers based on their performed transformation activities in mathematics from a Sámi perspective. In part three concluding talks were conducted with the teachers about their experienced challenges when performing transformation activities. The talks were analysed by means of a hermeneutic method. The result from the study showed that the teachers' experiences of challenges were initially chiefly focused on external obstacles, e.g. lack of teaching materials, restricting policy documents and national tests. The activities were implemented through thematic work with elements of mathematics, through mathematical assignments where the content of the arithmetic problems dealt with Sámi cultural elements or through activities where the Sámi culture served as the basis for attempts to transform the learning of mathematics. The implementation implied a recontextualisation of Sámi culture for education in mathematics that made visible a distance between Sámi traditional knowledge and educational knowledge. Transformation activities therefore require reflection concerning the goal of recontextualisation. After performing the activities the teachers on the whole expressed the same challenges as before, but on the other hand their stories indicated an altered attitude to these challenges. External obstacles were described as internal to a higher degree. The teachers expressed an attitude and acted where they became agents of change for transformation. In the process was decolonisation made visible through their active efforts to try to focus on the Sámi traditional knowledge together with mathematics in preschool and school.

Abstract [sv]

Syftet med föreliggande avhandling är att utifrån lärarperspektiv beskriva, analysera och försöka förstå transformering av utbildning i matematik så att ett samiskt perspektiv blir utgångspunkt för utbildningen. Avhandlingen genomfördes såsom ett aktionsforskningsprojekt med fokus på lärares perspektiv avseende transformering och genomförande av transformeringsaktiviteter i matematik. Teoretiska utgångspunkter togs utifrån Smiths teori om urfolksperspektiv, Banks teori för integrering av multikulturellt och interkulturellt innehåll i undervisningen, samt Bernsteins rekontextualiseringsteori. Studien befinner sig mellan forskningsområdena kulturell kontext, pedagogik och matematikdidaktik. Utgångspunkt till avhandlingen var licentiatavhandling av Jannok Nutti där samisk traditionell kunskap beskrevs och analyserades utifrån etnomatematikern Bishops matematiska aktiviteter. Vidare tog studien erfarenheter utifrån Lipkas tidigare forskning i Alaska där samarbetet mellan äldre kulturbärare, lärare, matematiker och forskare resulterade i kulturellt baserade matematiklektioner. Studien genomfördes i samarbete med lärare i sameskola inom ett aktionsforskningsprojekt. Metoden för aktionsforskningen utgick ifrån Nielsens och Aagaard Nielsens kritiska utopiska aktionsforskningsmodell. Studien delades upp i tre delar där första delen byggde på samtal med olika lärargrupper om hur utbildningen i matematik ser ut i dagsläget och vilka utmaningar lärarna upplever avseende samiskt perspektiv för utbildningen i matematik. Del två fokuserade på reflektionssamtal med lärarna utifrån deras genomförda transformeringsaktiviteter i matematik utifrån ett samiskt perspektiv. I del tre genomfördes avslutande samtal med lärarna om deras upplevda utmaningar vid genomförandet av transformeringsaktiviteter. Samtalen analyserades med hjälp av hermeneutisk metod. Resultatet från studien visade att lärarnas upplevelser av utmaningar inledningsvis främst var fokuserade på externa hinder bland annat läromedelsbrist, begränsande styrdokument och nationella prov. Dessa upplevde lärarna hindrade deras möjligheter att arbeta utifrån ett samiskt perspektiv i matematik. Aktiviteterna genomfördes genom teman med inslag av matematik, genom matematikuppgifter där innehållet för räkneuppgifterna behandlade samiska kulturella element eller genom aktiviteter där den samiska kulturen låg till grund för försök att transformera lärandet i matematik. Genomförandet innebar en rekontextualisering av samisk kultur för utbildning i matematik som synliggjorde en distans mellan samiska traditionella kunskaper och skolkunskap. Vid transformeringsaktiviteter krävs därför reflektion avseende målet för rekontextualisering. Efter genomförandet av aktiviteter uttryckte lärare i stora drag samma utmaningar som tidigare, men däremot framkom i deras berättelser ett förändrat förhållningssätt inför dessa utmaningar. Externa hinder uttrycktes i högre grad såsom interna. Lärarna uttryckte ett förhållningssätt som visade på att de agerade som förändringsagenter för transformering. I processen synliggjordes dekolonisation genom att samisk traditionell kunskap tillsammans med matematik omformulerades till aktiviteter i förskola och skola.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2010. p. 149
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
Social sciences - Education, Socialvetenskap - Pedagogik
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-18703 (URN)9eeb4b40-011b-11e0-8b95-000ea68e967b (Local ID)978-91-7439-196-1 (ISBN)9eeb4b40-011b-11e0-8b95-000ea68e967b (Archive number)9eeb4b40-011b-11e0-8b95-000ea68e967b (OAI)
Note
Godkänd; 2010; 20101206 (ylvjan); DISPUTATION Ämnesområde: Pedagogik Opponent: Professor Jens Ivar Nergård, University of Tromsö, Norge Ordförande: Docent Gunilla Johansson, Luleå tekniska universitet Tid: Fredag den 21 januari 2011, kl. 10.00 Plats: D770Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Organisations

Search in DiVA

Show all publications