tom moring, d.soc.sc., professor ii lia markelin, phd, associate professor sámi university college,...
TRANSCRIPT
Tom Moring, D.Soc.Sc., Professor II
Lia Markelin, PhD, Associate Professor
Sámi University College, Kautokeino, Norway
Linguistic Diversity and Conceptual Approaches to Designing and Delivering Professional Training - Case Study Sámi Journalists
Sámi allaskuvla Sámi University CollegeSamisk høgskole
AbstractThis presentation addresses the raison d'être of higher education of journalism in indigenous languages. It describes the process of developing such a programme in the context of the Sámi University College in Kautokeino. It explains why there is a need for self determination of Sámi in higher education and which are the benefits that are achieved when indigenous communities in different parts of the world network in this regard. The conceptual approaches of journalism in indigenous languages are discussed, with a particular view on aspects of how the several Sámi languages and other indigenous cultures can be expressed in the media.
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Why Higher Education in Indigenous Journalism? Indigenous media an expansive sector: media are
growing in numbers and becoming more diverse Continuous need for educated journalists Demand of supply of teachers Expanding indigenous media requires experts and
policy makers with indigenous media expertise Basic point of departure: Media crucial to language
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Why a Master in Journalism?
Increasing demand for research and statistics (e.g. audience research) for indigenous media & journalism.
International co-operation creating more indigenous media options; requiring knowledge and networks.
Indigenous journalism lacks centre for education and research.
Academic self-determination in dialogue = Recognition of indigenous knowledge
Inter Pares
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Building a Network of Competence:
Sámi University College and other education institutions (WINHEC)
Media networks, e.g. WITBN (NRK Sámi Radio)
Centres of knowledge (e.g. Gáldu)
World Indigenous Broadcasting Network
World Indigenous Nations Higher Education Consortium
http://www.witbn.org/index.php/project#
Sámi allaskuvla Sámi University CollegeSamisk høgskole
What is ”Indigenous” in indigenous journalism?
Demarkation Co-creating the ”inside” Representing to the outside
Narration Reporting with an everyday
perspective Reporting in an own language,
voice and style
Reclaiming position Rights to self determination Rights to nature
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Three aspects of professional conditions
Identity claimsIndigeneityProfessionalism
Institutional claimsInterest of funding sourcesAutonomous standing
Resource baseInstitutional complexityComplete or complementary service
Sámi allaskuvla Sámi University CollegeSamisk høgskole
The Language Component
How are the several Sámi languages and other indigenous cultures expressed in the media?
How can this be catered for in journalism education?
What is the language component in media all in all?
South, Ume, Pite, Lule, North, Skolt, Inari, Kildin and Ter Sámi.
Sámi allaskuvla Sámi University CollegeSamisk høgskole
”Languaging” or ”Superdiversity” ? (Blommaert/ Rampton 2011; Jørgensen 2010; Makoni/ Pennycook 2007; Vygotsky 1978)
Critique against essentialist claims of fixed languages and critique on aspirations towards nation building and power claims relating to language.
BUT: In the context of the Sámi languages and cultures power claims and community building through language is seen as a condicio sine qua non to the continuous construction of Sáminess.
In order to maintain and develop Sámi languages and culture in a context that tends to marginalize them, it is legitimate to defend and actively develop the position of the Sámi through striving to strengthen the position of their languages.
(Markelin, Husband and Moring in Sociolinguistica, forthcoming)
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Sámi journalists are confident of a role for the language…
“Indigenous language? I think it’s the foundation, if we wouldn’t speak Sámi language, why should there be the option of NRK Sápmi?”
“I want Sápmi to
exist in 50 years and
in 100 years and so on into the future.
And then it is important th
at the Sá
mi
language is alive.”
“If the language disappears the Sámi
identity disappears as well. Some
emphasise reindeer husbandry as central.
Yes it is important, but the language is
much, much, more important for the Sámi
culture as such.“
“For me it’s the Alpha and the Omega. Because I see myself as an important person in the Sámi society – or not person, but role, I have an important role. And when I watch my children grow up: they have Sámi as their home language, they speak Sámi as their first language in school, and they are pretty good at using the little Sámi content we have in the vast digital world. But at the same time I see that their language is so impoverished. So to me, the Sámi media and NRK Sápmi in particular, is a very, very, important foundation stone in preserving the language and culture.“
“It means everything. Especially for me, who
learned Sámi language and didn’t know it
before. And that now I can work with this
language... Now I start to cry again...“
Sámi allaskuvla Sámi University CollegeSamisk høgskole
… but recognize problems
Minority within the minority“It is difficult of course. We probably get a lot of criticism from the Lule Sámi and South Sámi communities, since we have hardly any broadcasts in those languages”“If it is difficult to find North Sámi journalists, how difficult is it to find Lule or South Sámi journalists?” “Even if you’d want to, I mean, it is pretty difficult to strengthen all the languages, that is really hard”
“Language police” claims“I notice in myself this language police -syndrome, in which you almost get angry when you hear journalists say something wrong. On the other hand it gets me angry that the responsibility is pushed to the journalist. Often these so called language police don’t see that it is society’s problem, not the journalists”
Sámi allaskuvla Sámi University CollegeSamisk høgskole
To express it somewhat ironically:
“It seems reasonable that the easy acceptance of vibrant, constantly changing patterns of language usage that may be found amongst the cohorts of cosmopolitan academic linguists might not be so readily shared by the Sámi media professionals.”(Markelin, Husband and Moring, Sociolinguistica, Forthcoming)
Sámi allaskuvla Sámi University CollegeSamisk høgskole
What do we really know about languages and media?
Indicative claims can be made for at effects in at least these fields:
symboliceconomicagenda setting and framingrepresentationculture formationroutinely daily language useconstruction and re-construction of the language/culture
Source: Cormack1998, 2004,2007; Moring and Husband 2007)
But much more research is
needed!
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Aim of the new Master’s Programme in Indigenous Journalism
To provide Sámi and other indigenous communities with media professionals, academics and policy makers in the field of media in an Indigenous and multicultural setting
To contribute to the status of Higher Education in Sámi
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Looking for partnerships with other education institutions, in order to build and ensure:
A global academic network of expertise in the field of media and journalism in indigenous communities.
Co-operation in the recruitment of students in order to sustain a truly international comparative perspective.
Academic support for the international students in their own environment.
Networking with other indigenous institutions:
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Background of Programme: Need for education in the field of journalism
discussed for a long time, e.g. UN conferences on Indigenous media (1998 in Madrid and 2000 in New York).
Strategic discussions on development of the Sámi University College to recognized Scientific Higher Education
Idea discussed and task given Sámi University College at Indigenous Media conference ”Same Voice But Different” in Alta 2007.
Preparation process started at Sámi allaskuvla. Preliminary discussions, hearings and
presentations with and for Sámi and other indigenous media 2008-2011 (including WITBN and WINHEC)
Sámi allaskuvla Sámi University CollegeSamisk høgskole
For the student, the Programme provides:
An opportunity for advanced study and professional development in Sámi language
An Indigenous environment and content.
A professional international network.
Sámi allaskuvla Sámi University CollegeSamisk høgskole
The process:
Accreditation in NOKUT (Norwegian Agency for Quality Assurance in Education).
Development of partnerships, securing funding (scholarships), securing guest lecturers etc.
Amendments and completion of curriculum. Recruitment of students.
Start of programme autumn 2014
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Programme Facts (1/3)
120/90 ECTS, 2 years (3-4 semesters)
15 students every three years, of which 10 Sámi and 5 international
Courses in blocks of 10 study points
Two blocks (20 study points) optional courses
Thesis can be either 30 study points or 60 study points
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Programme Facts (2/3)
Possible to complete the course in 1.5 years: one year courses + 6-12 months thesis.
Optional courses and/or dissertation can be facilitated by other educational institutions, within the framework of the programme
Final exam and presentation of Thesis takes place in Kautokeino.
Both Sámi and international students should have a possibility to meet their study requirements partly in Sápmi and partly elsewhere
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Programme Facts (3/3)
Following the requirements of a Norwegian journalist Master and of Norwegian quality assurance system
Securing indigenous content inter alia by:
Respect of use of all the Sámi languages (7-9) Looking specifically at the issues and
challenges facing Indigenous journalism and media
Utilising the students as an important resource for comparative knowledge
Utilising Indigenous media and experts for guest lectures and expertise
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Programme Language
Students can complete all their written works in either Sámi languages or English
Possible to meet the course requirements in English
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Admission Criteria:
Bachelor in Journalism, Social Sciences or Humanities; OR Any other degree or professional training of minimum 3
years; OR Other documented qualifications can be approved as
completely or partially equivalent in special cases
2 years of relevant work experience Understanding of English Writing skills in Sámi or English
Sámi allaskuvla Sámi University CollegeSamisk høgskole
Term 1 1. What is Indigenous journalism?2. Ethics, law and professional identity 3. Optional course (e.g., Indigenous Media Rights; Sami Language and Writing
Skills; Environment Journalism, Indigenous Philosophy, Indigenous Studies)
(10 ECTS) (10 ECTS) (10 ECTS)
Term 2 4. Advance journalism course for indigenous journalism / Optional course5. Theory and methodology
(10 ECTS)
(20 ECTS)
Term 3 6a. Masters thesis writing (30 ECTS)
Term 4 6b. Masters thesis writing (optional) (30 ECTS)
Sámi allaskuvla Sámi University CollegeSamisk høgskole
For contact and further information:
http://www.samiskhs.no/index.php?c=604&kat=Indigenous+Journalism&p=