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This chapter analyses the future of traditional Arctic livelihoods as perceived by young reindeer herders in Finland. With urbanisation, industrialisation and rapid social and environmental changes in the Arctic, young herders face an uncertain future. Reindeer pastures are under constant pressure being narrowed and lost. The cumulative effects of climatic and socio-political changes are unclear. The conditions under which young herders raise their reindeer will likely be very different by the time they are middle aged. The chapter draws on general statistics and interviews of youth involved with reindeer herding in two different reindeer herding cooperatives in Finland (Palojärvi and Näkkälä). On this base, it analyses the changing conditions for practicing reindeer herding in Arctic Finland today compared to young herders' own perceptions of reindeer herding as a part of their future life and culture. The results show the confidence of young herders in the adaptive capacity that has been built into their livelihood for centuries. Rather than seeing themselves just as victims of dramatic global changes, young herders also display optimism towards a future that allows them to combine reindeer herding as an entrepreneur with other occupations, such as tourism. Thus, the chapter concludes that the future of traditional Arctic livelihoods is in creative diversification if the legal and political conditions allow youth to harness new opportunities rather than limiting their agency. ; This chapter analyses the future of traditional circumpolar livelihoods as perceived by young reindeer herders and their guardians (N = 12) in Finland. It draws on general statistics and interviews in three different reindeer-herding cooperatives. On this basis, it analyses the changing conditions for practising reindeer herding in northern Finland based on young herders' perceptions of reindeer herding as a part of their future and culture in addition to their guardians' perspectives. The results show that the young herders do have confidence in the centuries-old adaptive capacity built into their livelihood, which their guardians support. Rather than seeing themselves as victims of dramatic global changes, young herders display optimism towards a future that allows them to combine reindeer herding with other occupations, for example, other professions or other kinds of mixed economy such as tourism, the production of local handicrafts and meat processing. The gender-specific issue is that young women also see reindeer herding as an important occupation due to its importance in their lives. These results reveal similar results to research in other Arctic contexts on women with traditional livelihoods. The future of traditional Arctic livelihoods will be in a creative diversification process if legal and political conditions allow the youth to harness new opportunities rather than limiting their agency.

The revitalisation of the Sámi languages and support for language domains are central educational measures in the post-assimilation situation in Northern Europe. Taking critical indigenous education as the starting point, this metatheoretical article discusses language revitalisation through mediating structures. Mediating structures provide the tools necessary to use language revitalisation as a means to counter the legacy of assimilation that has seriously affected the Sámi languages and caused language change. The article brings together recent research on the revitalisation of the Sámi languages. These studies are oriented towards the present situation of the Sámi languages and efforts to revive the languages. Relying on previous studies as well as new research, the article presents a communal model of language
recovery, which facilitates an increase in the number of language speakers and also supports language domains. Such a mediating language revitalisation model builds social harmony in a postcolonial situation. The article emphasises
the key tasks involved in the recovery of endangered languages. (author's abstract)

"This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal methodological choices in Indigenous research in North-South relationships. This edited volume is a result of a research collaboration in four countries where Sámi people live. By taking the readers to diverse local discussions, the collection emphasizes communal responsibility and care as a key in doing Indigenous research. Contributors are: Rauni Äärelä-Vihriälä, Hanna Guttorm, Lea Kantonen, Pigga Keskitalo, Britt Kramvig, Petter Morottaja, Eljas Niskanen, Torjer Olsen, Marja-Liisa Olthuis, Hanna Outakoski, Attila Paksi, Jelena Porsanger, Aili Pyhälä, Rauna Rahko-Ravantti, Torkel Rasmussen, Ilona Rauhala, Erika Katjaana Sarivaara, Irja Seurujärvi-Kari, Trond Trosterud and Pirjo Kristiina Virtanen"--

Chapter 1. Introduction; Otso Kortekangas, Pigga Keskitalo, Jukka Nyyssönen, Andrej Kotljarchuk, David Sjögren and Merja Paksuniemi -- Chapter 2. Sámi schools, female enrolment and the teaching trade. Sami women's involvement in education in early modern Sweden; Daniel Lindmark -- Chapter 3. Out of the "pagan darkness". Christian education in Finnish Lapland; Ritva Kylli -- Chapter 4. Narratives of Sámi school history in Finland. Assimilation and empowerment; Jukka Nyyssönen -- Chapter 5. Indigenous people, vulnerability and the security dilemma. Sámi school education on the Kola Peninsula, 1917-1991; Andrej Kotljarchuk -- Chapter 6. Boarding schools in Soviet Lapland: The perspective of former pupils; Lukas Allemann -- Chapter 7. The development of Sámi children's right to learn Sámi in the Russian school context; Ekaterina Zmyvalova and Hanna Outakosi -- Chapter 8. Sámi issues in Norwegian curricula. An historical overview; Torjer A. Olsen -- Chapter 9. The history of the Sámi upper secondary school in Guovdageaidnu: Language policy development; Inker-Anni Linkola-Aikio -- Chapter 10. Christian morality and enlightenment to the natural child: Third-sector education in a children's home in Northern Finland (1907-1947); Merja Paksuniemi and Pigga Keskitalo -- Chapter 11. History of early childhood education in the Sámi language in Finland; Marikaisa Laiti -- Chapter 12. A historical perspective of indigenous education policy in Japan: The case of Ainu schools; Yoko Tanabe -- Chapter 13. Indigenous in Japan? The reluctance of the Japanese state to acknowledge indigenous peoples and their need for education; Madoka Hammine -- Chapter 14. School histories in Amazonia: Education and schooling in Apurinã lands; Pirjo Kristiina Virtanen and Francisco Apurinã de Moura Cândido -- Chapter 15. Revitalization of oral history in Wixárika community-based schools and museum: Working towards decolonization of art-education among the Indigenous peoples of Mexico; Lea Kantonen -- Chapter 16. A community of Ako, 1987-1995: Teaching and learning in the ELTU and Po Ako, Auckland, Aotearoa NZ; Mere Kepa -- Chapter 17. Education for assimilation: A brief history of Aboriginal education in Western Australia; Elizabeth Jackson-Barrett and Libby Lee-Hammond -- Chapter 17. Conclusion: Promising prospects: Reflections on research on Sámi education yesterday, today and tomorrow; Otso Kortekangas