Alit duodjeoahpu ásaheami hástalusat: ahtanuššat gierdavašvuođain
Gunvor Guttorm (Sámi allaskuvla)
Viečča artihkkala: Alit duodjeoahpu ásaheami hástalusat: ahtanuššat gierdavašvuođain (pdf).
Go Sámi allaskuvla ásahuvvui, de lei jahkásaš duodjeoahppu jođus Finnmárkku guovlluallaskuvllas, ja dan sirde jagi 1988, mii lei jagi ovdal allaskuvlla ásaheami Guovdageidnui. Sámi allaskuvllas lei duodji nappo vuosttas oahppu mii álggahuvvui. Artihkal guorahallá mo sámiid iežaset árbevirolaš dieđut ja máhtut leamašan vuođđun hábmemin duodjefágalaš alit oahpu, ja makkár fágalaš lávkkiid Sámi allaskuvla lea váldán go lea ásahan alit duodjefágaprográmmaid. Metoda maid geavahan lea muitalanlahkonanvuohki, mas leat máŋga čilgehusa, muhto guovddážis lea muitaleapmi dahje dáhpáhusaid juogadeapmi. Dieđuid ja vásáhusaid maid čohkkiimet ásahettiin ja čađahettiin alit duodjeoahpu, čanan sámáidahttin- ja eamiálbmotdahttinmodellii maid lean ovttas kollegaiguin ráhkadan. Sámi allaskuvla ja duodjesuorgi, mas ieš lean leamaš oassin, lea lávkkiid mielde huksen duodjeoahpu, sirdán duodjedieđuid mat leat sámiid gaskkas ja heivehan alit ohppui dárbbašlaš formála gáibádusaid vuođul. Daid lávkkiid mielde lea Sámi allaskuvla sihke sámáidahttán alit oahpu, ja seammás sajáidahttán iežas eamiálbmogiid allaskuvlavuogádahkan daguid bokte. Árbevirolaš gaskkustanvuogit ja skuvlla oahpahanvuogit sáhttet leat goabbatláganat, ja dat bukte ja buktet hástalusaid.
Fáddásánit: árbedieđut, alitoahppu, sámáidahttin, eamiálbmotdahttin
Patient progress in facing challenges to the establishment of higher education in duodji
A one-year program in duodji was transferred from the Finnmark Regional College to the Sámi allaskuvla/Sámi University of Applied Sciences (SUAS) in 1988, a year before SUAS was founded in Guovdageaidnu. Thus, duodji was the first training program to be established at SUAS. This article discusses how traditional duodji expertise and skills of the Sámi people served as the basis for the design of higher education in the field of duodji, and the technical steps taken by SUAS to adjust this program to the formal requirements for higher education. The method used here is a narrative approach with many dimensions, and central to the method are storytelling and the sharing of experiences. Here my own experiences are important, since I have been part of the process. The experiences and the lessons we learned when establishing and developing the curriculum in duodji have been elaborated through a model of samification and indigenization that I have worked out in collaboration with colleagues. By taking these steps, the Sámi University of Applied Sciences has both samified higher education and joined the global discourse of indigenous peoples in higher education and research. The article also discusses how traditional ways of conveying duodji skills and expertise can differ from academic ways of conveying knowledge, and the challenges this poses.
Keywords: traditional knowledges, higher education, samification, indigenization