Indigenous elders' perspective and position

Abstract

Inspired by a great deal of work on Indigenous methodologies, I feel it natural to start this essay by positioning myself. I will ponder the more or less institutionalized concept of an ‘Indigenous Elders’ approach.’ I will do this from a combined perspective of a Sámi Elder (at least one who is approaching the age of becoming an Elder) and from an academic vantage point in which Indigenous scholarship has been a key instrument in my university practice over the last three-four decades. Although age is not the only qualifying criterion for achieving the status of an Elder, in my case I feel that the experiences that come along with age and growing up in a traditional Sámi community, in addition to the role of a long-time instructor of Sami students in the academy, of being a devoted researcher in the field of transIndigenous studies, and a commentator of cultural and societal development within the Sámi communities, all together should sum up to a position where it is appropriate to say a few words about an issue that has been essential in Indigenous scholarship as the Elders’ position.