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Abstract
This paper explores the dynamics of voice and authority in research, particularly focusing on the inclusion of Sámi perspectives. It critiques conventional knowledge production, which often marginalizes Indigenous voices, and advocates for a more equitable approach. Through ethnographic examples, the authors highlight the challenges and responsibilities of researchers working within Indigenous contexts. The paper calls for a decolonization of research practices, emphasizing the need for genuine collaboration and the amplification of marginalized voices to foster a more inclusive academic discourse. This approach aims to transform the processes of knowledge creation and dissemination, ensuring all voices are valued.
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Keywords
Indigenous education, Sámi voices, postcolonial