Developing a researcher identity of relevance for remote Indigenous language education

Abstract

Purpose

The study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous Sámi and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a PhD study on remote 1–9 Sámi language education can be informed by an Indigenous research paradigm. What philosophical guidelines are needed in navigating a sensitive field of investigation shaped by historical atrocities, discrimination and racist assumptions towards the Sámi people and other Indigenous, marginalised groups?

Design/methodology/approach

A dialogical approach has been used between readings of mainly Indigenous scholars' writings on the topic and anecdotes illustrating personal experiences from a lived life as Sámi.

Findings

Through this process, a researcher identity has developed, informed by the views from an Indigenous research paradigm that humans are ontologically equal to other entities, and epistemologically knowledge constitutes of relationships between different entities. This makes relationality a central feature of an Indigenous epistemology –not only between people but also including, for example, ideas, history, ancestors, future, artefacts and spirituality – which links epistemology to ontology. The axiological issue of accountability works holistically as “glue”.

Originality/value

Elucidating underlying arguments and motives behind both an Indigenous research paradigm and the development of researcher identity when designing and planning research is rarely done, which provides the originality of the present contribution.

Citation

Parfa Koskinen, K. (2020), "Developing a researcher identity of relevance for remote Indigenous language education", International Journal of Information and Learning Technology, Vol. 37 No. 5, pp. 341-350. https://doi.org/10.1108/IJILT-03-2020-0024