Master i visuell antropologi Zoia Jefimovna Vylka Ravna holder prøveforelesning for ph.d.-graden over følgende emne:
«Compare the situation of Nenets in Russia and Sami in Norway. What are the differences in their legal status as indigenous or minority peoples, and how do these affect ideas of rights and scope for activism and representation?»
Disputas avholdes digitalt samme dag kl 11.15, hvor det vil være offentlig forsvar av avhandlingen:
"The Inter-Generational Transmission of Indigenous Knowledge By Nenets Women: Viewed in the context of the state educational system of Russia."
Populærvitenskapelig sammendrag av avhandlingen:
This is a story about the ways in which a Nenets mother transmits her traditional knowledge and skills to children in a nomadic culture in the arctic Tundra. In ethno-pedagogical science it can be viewed as methods of transmission of knowledge. In this thesis I show this through different perspectives on the process of “Vadameta” (upbringing, education). Tundra Nenets mothers should raise their children as “Tenevana”, one who is “knowledgeable” and has “a great mind based on experience”. The text is based on an analysis of materials, collected during four fieldwork periods in various communities in two of the Arctic’s largest reindeer herding regions: the Nenets autonomous area and the Yamal-Nenets autonomous area of the Russian Federation.
This study shows how nomadic Nenets mothers use their own approaches, based on life-experience and the experience of elders and traditional values, and their cultural knowledge and skills to educate their children in an extreme Arctic environment. In addition, despite the assumption that nomads do not have any systematic methods of educating their children, this research does demonstrate that nomadic Nenets do in fact have effective educational means by which they teach their children complex and sophisticated knowledge and skills for managing and surviving in an extreme and dangerous environment.
This study also reveals that the present state educational system, which provides boarding school teaching in settled villages for pupils from nomadic Nenets families for much of the year, does not support, encourage or compliment nomadic Nenets children’s educational needs. It does not provide them with the essential traditional knowledge and skills they need when they return to a nomadic life on the Arctic Tundra. The system undermines the ability of nomadic Nenets communities to maintain their traditional and unique Arctic nomadic culture, a culture based on reindeer herding. This story is about the maternal love, the struggles and the transmission of skills between the providers and recipients of care and knowledge.