tom moring, d.soc.sc., professor ii lia markelin, phd, associate professor

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.


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


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


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#


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


Three aspects of professional conditions

Identity claimsIndigeneityProfessionalism

Institutional claimsInterest of funding sourcesAutonomous standing

Resource baseInstitutional complexityComplete or complementary service


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.


”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 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...“


… 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”


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)


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!


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


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:


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)


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.


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


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



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



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


Programme Language

Students can complete all their written works in either Sámi languages or English

Possible to meet the course requirements in English


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


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)


For contact and further information:

http://www.samiskhs.no/index.php?c=604&kat=Indigenous+Journalism&p=

[email protected]

tom moring, d.soc.sc., professor ii lia markelin, phd, associate professor

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