WorldCat Identities

Jannok Nutti, Ylva 1968-

Overview
Works: 17 works in 27 publications in 3 languages and 27 library holdings
Roles: Author, Editor, Creator
Publication Timeline
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Most widely held works by Ylva Jannok Nutti
Ripsteg mot spetskunskap i samisk matematik : lärares perspektiv på transformeringsaktiviteter i samisk förskola och sameskola by Ylva Jannok Nutti( )

4 editions published in 2010 in Swedish and English and held by 4 WorldCat member libraries worldwide

Syftet med föreliggande avhandling är att utifrån lärarperspektiv beskriva, analysera och försöka förstå transformering av utbildning i matematik så att ett samiskt perspektiv blir utgångspunkt för utbildningen. Avhandlingen genomfördes såsom ett aktionsforskningsprojekt med fokus på lärares perspektiv avseende transformering och genomförande av transformeringsaktiviteter i matematik. Teoretiska utgångspunkter togs utifrån Smiths teori om urfolksperspektiv, Banks teori för integrering av multikulturellt och interkulturellt innehåll i undervisningen, samt Bernsteins rekontextualiseringsteori. Studien befinner sig mellan forskningsområdena kulturell kontext, pedagogik och matematikdidaktik. Utgångspunkt till avhandlingen var licentiatavhandling av Jannok Nutti där samisk traditionell kunskap beskrevs och analyserades utifrån etnomatematikern Bishops matematiska aktiviteter. Vidare tog studien erfarenheter utifrån Lipkas tidigare forskning i Alaska där samarbetet mellan äldre kulturbärare, lärare, matematiker och forskare resulterade i kulturellt baserade matematiklektioner. Studien genomfördes i samarbete med lärare i sameskola inom ett aktionsforskningsprojekt. Metoden för aktionsforskningen utgick ifrån Nielsens och Aagaard Nielsens kritiska utopiska aktionsforskningsmodell. Studien delades upp i tre delar där första delen byggde på samtal med olika lärargrupper om hur utbildningen i matematik ser ut i dagsläget och vilka utmaningar lärarna upplever avseende samiskt perspektiv för utbildningen i matematik. Del två fokuserade på reflektionssamtal med lärarna utifrån deras genomförda transformeringsaktiviteter i matematik utifrån ett samiskt perspektiv. I del tre genomfördes avslutande samtal med lärarna om deras upplevda utmaningar vid genomförandet av transformeringsaktiviteter. Samtalen analyserades med hjälp av hermeneutisk metod. Resultatet från studien visade att lärarnas upplevelser av utmaningar inledningsvis främst var fokuserade på externa hinder bland annat läromedelsbrist, begränsande styrdokument och nationella prov. Dessa upplevde lärarna hindrade deras möjligheter att arbeta utifrån ett samiskt perspektiv i matematik. Aktiviteterna genomfördes genom teman med inslag av matematik, genom matematikuppgifter där innehållet för räkneuppgifterna behandlade samiska kulturella element eller genom aktiviteter där den samiska kulturen låg till grund för försök att transformera lärandet i matematik. Genomförandet innebar en rekontextualisering av samisk kultur för utbildning i matematik som synliggjorde en distans mellan samiska traditionella kunskaper och skolkunskap. Vid transformeringsaktiviteter krävs därför reflektion avseende målet för rekontextualisering. Efter genomförandet av aktiviteter uttryckte lärare i stora drag samma utmaningar som tidigare, men däremot framkom i deras berättelser ett förändrat förhållningssätt inför dessa utmaningar. Externa hinder uttrycktes i högre grad såsom interna. Lärarna uttryckte ett förhållningssätt som visade på att de agerade som förändringsagenter för transformering. I processen synliggjordes dekolonisation genom att samisk traditionell kunskap tillsammans med matematik omformulerades till aktiviteter i förskola och skola
Matematiskt tankesätt inom den samiska kulturen utifrån samiska slöjdares och renskötares berättelser by Ylva Jannok Nutti( )

3 editions published in 2007 in Swedish and held by 3 WorldCat member libraries worldwide

The purpose of this licentiate thesis is to study mathematical cultural knowledge within the sámi culture. The study describes and analyzes how sámi handicrafters and reindeer herders express their mathematical thinking, and how they express the learning of the mathematical cultural knowledge. The learning will be analyzed from the point of learning within a cultural context with focus on the mathematical knowledge, and knowledge transforming trough generations.The empirical study is collected through qualitative interviews and literature study. The results are based on 10 interviews with sámi handicrafters and reindeer herders. The Sámi handicrafters and reindeer herders were chosen by me trough personal contacts. The persons are from the communities of Kiruna, Gällivare and Jokkmokk. The choice to focus on sámi handicrafters and reindeer herders are from my experiences from an earlier study. The interviews are recorded with recorder, video or by notes. The interviews were conducted according to two strategies. There strategy one focused on the persons´ life story. The person was asked to tell about her/his life from an yearly base. The second strategy was based on a question form with guiding questions.The results are presented in seven categories, Alan Bishop's sex activities: counting, locating, measuring, designing, playing and explaining, and a category: knowledge and learning. The results and, and a category: knowledge and learning. The results show that there are several conceptions for the reindeer herds according to the approximate number of reindeer in the herd. The special reindeer are used as an aid for the counting or approximation, and as an aid for the localisation of reindeer. The numbers of marked reindeer calves are counted trough marks on a wood-stick, by parts from the ear of the marked calves', or by notes on a paper. Locating in the nature is by well-known objects in the nature, by the wind, or by the rivers. The cardinal points are after the landscape, after the rivers or lakes, and the valleys around them. The measurements and measure methods are based on the body. The learning is based on encouragement and involvement in the work. For the learning are the stories important and the explaining or instructing. It is important to develop a close relationship to for example the nature and the reindeer. It is also important to let the children feel that the adults need their help with chores. It does not matter if the children makes mistakes, but it is important to try to do the chores orderly.The results are discussed within an Ethnomathematical or Multicultural Mathematics context, from an Indigenous perspective with Decolonizing, and in connection with the Sámi education in mathematics
Lärares lärande i samisk förskola och sameskola : rapport - pedagogik lärande by Gunilla Johansson( Book )

2 editions published in 2010 in Swedish and held by 2 WorldCat member libraries worldwide

En eldstad, flera berättelser : unga skapar relationer till tidigare generationers samiska platser by Ylva Jannok Nutti( Book )

2 editions published in 2014 in Swedish and held by 2 WorldCat member libraries worldwide

Sami education in mathematics - a school development action research project by Ylva Jannok Nutti( )

2 editions published in 2009 in English and held by 2 WorldCat member libraries worldwide

Explains how mathematics has been described as a cultural knowledge deriving from six universal activities; Sami handcrafters and Sami reindeer herders' stories can demonstrate this knowledge
Akta árran, maŋgga muitalusa : nuorat ráhkadit gaskavuođaid ovddit buolvvaid sámi sajiide by Ylva Jannok Nutti( Book )

2 editions published in 2014 in Northern Sami and held by 2 WorldCat member libraries worldwide

Decolonizing Indigenous teaching: Renewing actions through a Critical Utopian Action Research framework( )

in English and held by 1 WorldCat member library worldwide

This article describes experiences formed in connection with a case study in Sámi schools. The Sámi people live in the northern part of the North Calotte region and among the world’s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers’ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ‘rediscovered’ knowledge and reinterpreted that knowledge in a teaching setting. The teachers’ autonomy was strengthened and the teachers’ active efforts empowered them
Outdoor days as a pedagogical tool by Ylva Jannok-Nutti( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

In the following chapter, I will show how the use of outdoor days in a particular school resulted in increased learning, where, among other things, knowledge of languages, culture and specifi c fields, as well as positive health-benefiting and psychosocial factors, play a part. This text is the result of conversations with the teachers Britt-Inger Baer, Hanne Sofie Brandsfjell, Elsy Labba, Katarina Spiik Skum and Margareta Åstot, and visits to the Sami school in Jokkmokk. In this chapter, the concrete work with outdoor days in the school is related to Sami education and the Sami language, based on being bilingual or multilingual, nature as a learning environment, outdoor teaching, and the concept of traditional knowledge
Marginalization and teachable moments two circumpolar postsecondary case studies by From Violence to Caring : gendered and sexualized violence as the challenge on the life-span 04/12/2008 - 05/12/2008( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

Räkna och mäta på samiskt vis by Ylva Jannok Nutti( )

1 edition published in 2003 in Swedish and held by 1 WorldCat member library worldwide

Continuities in education pedagogical perspectives and the role of elders in education for indigenous students by Melissa McNair( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Mathematical thoughts within the Sámi culture by Northern Research Forum Open Meeting : The Borderless North 04/10/2006 - 08/10/2006( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

The paper is an attempt to discuss a multi-cultural view of mathematics or mathematical thoughts in connection to the education in mathematics in the Sámi Schools. The discussion takes its start from a research-project where the aim was to describe and analyze mathematical thought within the Sámi culture. The research already indicates that there are diff erent conceptions within the Sámi culture, which could be used in the education in mathematics in the Sami schools
Matematik som ett kulturellt fenomen : sett ur ett samiskt perspektiv by Ylva Jannok Nutti( Book )

1 edition published in 2003 in Swedish and held by 1 WorldCat member library worldwide

Continuities in education : pedagogical perspectives and the role of Elders in education for Indigenous students by Kay Owens( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

Discusses pedagogical perspective that developed through conversations across cultural groups from different geographical locations, rural Australian cities, Sweden, Papua New Guinea and New Zealand; Australian Indigenous Elders and community members, educators and Indigenous educators from rural city and overseas developed pedagogical perspectives on continuities in education in Indigenous contexts; an ecocultural perspective is expanded as a critical pedagogy of place which considers both the ecological and sociocultural context of education by drawing on funds of knowledge of Indigenous community. Discusses key points, a) the nature of past including working together in survival struggles influencing present; b) position of Elders in education is critical for sustainability of relationships, cultural and land; and c) the community's and family's roles and pedagogy continue in school, education when teacher and educators have relationship, trust and respect of community and learners
Utedagar som ett pedagogiskt verktyg by Ylva Jannok Nutti( )

1 edition published in 2008 in Swedish and held by 1 WorldCat member library worldwide

 
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Audience level: 0.96 (from 0.88 for Decolonizi ... to 0.97 for Ripsteg mo ...)

Alternative Names
Jannok Nutti, Ylva

Nutti, Ylva Jannok 1968-

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