Sámi Children as Thought Herders: Philosophy of Death and Storytelling as Radical Hope in Early Childhood Education

Autor/in	Johansson, Viktor
Titel	Sámi Children as Thought Herders: Philosophy of Death and Storytelling as Radical Hope in Early Childhood Education
Quelle	In: Policy Futures in Education, 20 (2022) 3, S.316-331 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson, Viktor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211031413
Schlagwörter	Minority Groups; Indigenous Populations; Animals; Story Telling; Early Childhood Education; Child Care Centers; Play; Poets; Death; Environment; Poetry; Cultural Traits; Educational Philosophy; Foreign Countries; Preschool Children; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Sinti und Roma; Animal; Tier; Tiere; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Spiel; Dichter; Sterbefall; Tod; Todesfall; Umwelt; Lyrik; Poesie; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	This article follows a story played out by children at a Sámi early childhood centre in north Sweden. It does so by reflecting on the children's story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sámi context by developing the concept of "jurddavázzi," or thought herder, in conversation with Wittgenstein's method of 'leading', and Cavell's of 'shepherding', 'words back from their metaphysical to their everyday use'. The children's play story--involving themes of death, struggles with natural surroundings, and interconnectivity through seeing life in nature--is read in relation to questions about traditional stories raised in the poetry of the Sámi poet, artist and philosopher, Nils-Aslak Valkeapää, or Áillohaš. The article ends by discussing how the children's invitation to follow their story can be seen as a decolonizing pedagogical gesture of the child that requires a particular kind of philosophical listening by the teacher or adult. The article is in its style an attempt to demonstrate a form of philosophical storytelling the children are engaged in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01