Abstract:
Abstract One of the most significant changes in education is the shift from a localized to a globalized worldview approach. This ongoing narrative inquiry explores how a small sample Indigenous Sámi people located in Inari, Finland and Finnish schoolteachers (Helsinki) perceived teaching and learning in a globalized culture of education.
Purpose of the Study The main purpose of this ongoing research is to explore local values from a phenomenological narrative perspective. The two objectives are 1. To identify local values from the perceptions, values, and beliefs of Indigenous Sámi educators in Finland and Finnish schoolteachers. 2. To recognize how both groups utilize local values in teaching and educating, important when speaking about “Indigenous values” which assume homogeneousness.
Participants The ongoing study consists of face-to-face interviews with Finnish schoolteachers and Sámi educators between 30 and 62 years of age. The data (lived experience) are gathered from drawing on the perceptions and experiences of a small sample of Sámi educators and Finnish schoolteachers. The participants volunteered for the study and were between 28 and 65 years of age. The recruiting procedures involved direct recruitment and referrals.
Method Narrative Inquiry Data Analyses Selective reading approach. Narrative inquiry was adopted as an appropriate methodology for data collection because narrative inquiry takes advantage of exploring a small sample size and highlights the importance of uncovering individual voices, attitudes, and personal values. Narrative inquirers start with a thinly described personal justification in the context of their own life experiences, tensions, and personal inquiry puzzles.
Results and Discussion This research explored how local and global values are employed and valued as a feature of Indigenous and Finnish worldviews in the present and into the future. The ongoing results include:
A local worldview is apparent with Finnish teachers and Indigenous leaders and appears to amplify compassion-related responses to others.
The local worldview produces greater willingness to act at a cost to the self.
A learning culture that embraces local values, self-discipline, self-denial, humility, and communal responsibility as important virtues to be advanced.
Finnish teachers, in close comparison with Indigenous educators embrace and advance the core values and moral order of local ideals (self-denial, humility, and communal responsibility).
A digital culture of learning lacks language context necessary for understanding local values, epistemologies and ontologies.
The findings of this study hope to advance insights and dialogue between educators regarding globalization and localization which are worldviews in which people behave accordingly.
Purpose of the Study The main purpose of this ongoing research is to explore local values from a phenomenological narrative perspective. The two objectives are 1. To identify local values from the perceptions, values, and beliefs of Indigenous Sámi educators in Finland and Finnish schoolteachers. 2. To recognize how both groups utilize local values in teaching and educating, important when speaking about “Indigenous values” which assume homogeneousness.
Participants The ongoing study consists of face-to-face interviews with Finnish schoolteachers and Sámi educators between 30 and 62 years of age. The data (lived experience) are gathered from drawing on the perceptions and experiences of a small sample of Sámi educators and Finnish schoolteachers. The participants volunteered for the study and were between 28 and 65 years of age. The recruiting procedures involved direct recruitment and referrals.
Method Narrative Inquiry Data Analyses Selective reading approach. Narrative inquiry was adopted as an appropriate methodology for data collection because narrative inquiry takes advantage of exploring a small sample size and highlights the importance of uncovering individual voices, attitudes, and personal values. Narrative inquirers start with a thinly described personal justification in the context of their own life experiences, tensions, and personal inquiry puzzles.
Results and Discussion This research explored how local and global values are employed and valued as a feature of Indigenous and Finnish worldviews in the present and into the future. The ongoing results include:
A local worldview is apparent with Finnish teachers and Indigenous leaders and appears to amplify compassion-related responses to others.
The local worldview produces greater willingness to act at a cost to the self.
A learning culture that embraces local values, self-discipline, self-denial, humility, and communal responsibility as important virtues to be advanced.
Finnish teachers, in close comparison with Indigenous educators embrace and advance the core values and moral order of local ideals (self-denial, humility, and communal responsibility).
A digital culture of learning lacks language context necessary for understanding local values, epistemologies and ontologies.
The findings of this study hope to advance insights and dialogue between educators regarding globalization and localization which are worldviews in which people behave accordingly.