Tuija Huuki
University of Oulu, Faculty of Education, Department Member
- Cardiff University, Educational Sciences, Post-Docadd
- Dr., Docent Tuija Huuki works as Academy of Finland research fellow at the University of Oulu. Applying insights from... moreDr., Docent Tuija Huuki works as Academy of Finland research fellow at the University of Oulu. Applying insights from new feminist materialist and posthuman theories and arts-based methods, her research explores how gender violence and sexual harassment emerge through social, material, historical and affective power relations that impact children’s lives and Sámi childhoods and how arts can enable children to safely address sensitive issues of gender and sexuality in their peer cultures. See www.tuijahuuki.comedit
Vertaisarvioit
Research Interests: Isyys and seksuaalisuus
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This study focuses on how space acts in shaping non-normative pre-teen gendered and sexual cultures. It was conducted in Northern Finland and consists of an arts-based case study of a group of 12- to 13-year-old students, who during our... more
This study focuses on how space acts in shaping non-normative pre-teen gendered and sexual cultures. It was conducted in Northern Finland and consists of an arts-based case study of a group of 12- to 13-year-old students, who during our creative workshops on gender, sexuality and power reflected on the possibilities of gender and sexual diversity in their everyday lives. Inspired by feminist new materialist scholarship, which focuses on spatiality and materiality in co-constituting gendered and sexual meanings, in the analysis, we explore how school and social media—two central life spheres of today’s youth—act in affording distinct possibilities for transgressive gender and sexuality as well as attachments to LGBTIQ+ communities. Furthermore, the analysis indicates how non-normative relationalities can be supported in school-based creative workshops. By mapping how spaces co-constitute non-normative gender and sexuality, we can develop them to promote the sexual rights and welfare ...
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This article explores the vital roles of matter in the emerging sexual cultures of elementary school children. Based on a case study of a seven-year-old girl, it draws from ethnographic research on the gendered and sexual power relations... more
This article explores the vital roles of matter in the emerging sexual cultures of elementary school children. Based on a case study of a seven-year-old girl, it draws from ethnographic research on the gendered and sexual power relations of students in Northern Finland. Inspired by feminist, new materialist theories, the analysis indicates how everyday objects may be seen as co-constituting heterosexual femininity by attaching even young girls to teenage cultures and emphasizing femininity and distancing them from childhood and masculinity. This article shows, furthermore, how materiality acts in generating “cross-pulls” that may evoke popularity and admiration, but also cause restrictions to the agency of girls in the ambiguous entanglements of child sexual cultures.
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New materialisms have informed an array of creative methodologies, inviting scholars to rethink ethics in the practices of research with children. Participating in this rethinking, this study elaborates on ethical practices in creative... more
New materialisms have informed an array of creative methodologies, inviting scholars to rethink ethics in the practices of research with children. Participating in this rethinking, this study elaborates on ethical practices in creative research where new materialist and artsbased methodologies intra-act with children and the sensitivities of gender and power in young peer cultures. Drawing on experiences from the authors’ creative workshops, this paper investigates how new materialist creative practice allows children to explore and communicate their experiences of gender and power in safe and enabling ways. The authors suggest expanding their ethical practice by composing ethically sustainable encounters for children to engage with experiences of and visions for their peer cultures. They close by discussing practices for responding to the inherent un/safety of addressing gender and sexual abuses of power and for enabling microprocesses of change to – as a matter of sustainability – transform oppressive peer cultures towards social justice.
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Timo Saloviidan artikkeli Isätkö muka huonoja kasvattajia? Kasvatus-lehdessä 4/2018
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This paper draws on new feminist materialist and posthuman theories to explore discrimination experienced by Sámi attendees at Finnish boarding schools. The aim is to shift attention away from the human actor to a wider field of power... more
This paper draws on new feminist materialist and posthuman theories to explore discrimination experienced by Sámi attendees at Finnish boarding schools. The aim is to shift attention away from the human actor to a wider field of power relations, and consider discrimination as force relations, emerging dynamically through assemblages of, for example, material, corporeal, historical, organic, discursive and affective elements. The case study, taken from the structured interview survey data from one Sámi woman, is used to demonstrate material, affective and historical forces, through which events of discrimination emerge. We argue that material objects and places and their histories are not inert, fixed backgrounds against which things occur, nor important contextualising features of situated events. Rather, they can be seen as significant actants in the rendering of the Sámi as the Other. Recognising how traces of place and history and material objects become revitalised within acting assemblages can provide some powerful insights into the barriers and opportunities the Sámi boarding school students encountered in their everyday lives and how they coped with experiences later in life.
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In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on... more
In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on affect and trauma, we ask how the film popularizes Sámi nature-based cosmologies, addresses and attempts to repair the cross-generational transmission of settler colonial trauma, and presents a complex view of gender and human and non-human relations. Unlike in its predecessor Frozen (2013), in Frozen 2 Disney involved Sámi consultants in the production process, and the film was dubbed in North Sámi language. We interrogate Frozen 2's production process as well as its narrative and aesthetics, proposing that it allows its viewerschildren and adults, Indigenous and non-Indigenous aliketo engage with and learn about Indigenous ethics, Sámi cosmologies, and more-than-human understandings of gender and sexuality in respectful and easily approachable ways.
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Masks of masculinities : the representations of masculinities in boys' drawings and narratives
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This article examines the possibilities for re-imagining a queer indigenous past in Sparrooabbán (Me and My Little Sister, Suvi West, 2016)-the first feature-length documentary film that discusses non-heterosexuality in Sámi communities.... more
This article examines the possibilities for re-imagining a queer indigenous past in Sparrooabbán (Me and My Little Sister, Suvi West, 2016)-the first feature-length documentary film that discusses non-heterosexuality in Sámi communities. We explore how the film queers the gákti, the traditional Sámi dress; how it uses elements other than verbal expression to mark queer traces in Sápmi; and how spirituality and faith create a (dis)connection to a Two-Spirit past and present. We argue that the documentary produces a series of minor transformative gestures to create a queer Sámi archive of affect when there is no conventional archival knowledge of gender and sexual diversity pre-settler colonialism.
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This study examines existing research on the use of arts-based methods in approaching issues sensitive for youth and children. We conducted a qualitative, systematic review of twenty academic publications on this topic from 1997 to 2017.... more
This study examines existing research on the use of arts-based methods in approaching issues sensitive for youth and children. We conducted a qualitative, systematic review of twenty academic publications on this topic from 1997 to 2017. Our results show the use of arts-based methods to (1) recognize and make visible previously invisible experiences, acts, voices and histories; (2) nurture change and transformation in the lives of the youth; and (3) allow exploring the more-than-human, more-than-present and less-than-conscious aspects in the lives of youth and children ‐ aspects that traditional study methods might not readily access. Our findings offer teachers, researchers, practitioners, psychologists and social workers greater awareness of the use of arts-based methods in matters young people find sensitive. This review allows education professionals to achieve a broader view of methods emerging from the arts in addressing the social and psychological issues that young human bei...
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In this chapter we explore how affective energies are transmitted not only intersubjectively, but also intergenerationally and through material objects. This is done by looking at how a lecture, which turned unprecedentedly painful for... more
In this chapter we explore how affective energies are transmitted not only intersubjectively, but also intergenerationally and through material objects. This is done by looking at how a lecture, which turned unprecedentedly painful for the lecturer (Tuija, a Sàmi descendant woman, 1st author) opened an unprecedented window to her childhood experiences in a rural northern Sàmi community in Finland. This chapter explores the ‘transversal flashes’ (Guattari 1995, 93) where affect jumps across time-space domains, created by experience in a complex network of shifting discursive-material forces that Karen Barad (2007) calls ‘apparatuses’. In this apparatus, objects, animals, utterances, institutional and recreational bodies, human body parts, and atmospheres among a myriad other fragments pulse and vibrate. We analyse how these vibrations link to the lecturer’s personal history coloured by gender violence as well as Sámi families’ traumatic past.
This article draws on a co-productive, arts-based study, in Northern Finland, of 40 children from 10 to 11 years of age. Applying Gilles Deleuze’s idea of the virtual, the author maps the journey of the children’s creative activities, as... more
This article draws on a co-productive, arts-based study, in Northern Finland, of 40 children from 10 to 11 years of age. Applying Gilles Deleuze’s idea of the virtual, the author maps the journey of the children’s creative activities, as developed through a series of workshops over one academic year. This article demonstrates how repetitive crafting and photographing can accelerate an actualisation of expansive ideas of gender and ‘self-hood’, ideas emerging in manners that disrupt rigid expectations of girlhood and boyhood.
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In this paper, we respond to feminist new materialist scholars’ calls to explore what research in the field of gendered and sexual violence can be, do, and become. This paper explores the microprocesses of change within the... more
In this paper, we respond to feminist new materialist scholars’ calls to explore what research in the field of gendered and sexual violence can be, do, and become. This paper explores the microprocesses of change within the more-than-human child–card entanglements as part of our research–activist campaign addressing sexual harassment in pre-teen peer cultures. Drawing on one of our creative workshops, we generate three analytical readings that map touch. We focus, first, on the intra-action of bodies, objects, and abstractions that reconfigures painful experiences of harassment for recognition; second, on the affective charge in moments and movements of response and resistance; and third, on what else touch can become when it travels across time–space domains as part of our research–activism. Re-engaging with our research–activism, we propose that different kinds of touch converge into a sensing-feeling, inherently ethico-political, matter-realizing apparatus that reconfigures painf...
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School bullying is a common social problem around the world which affects teenagers, and physical violence is considered to be the most harmful. This paper proposed an automatic physical bullying detection method with movement sensors to... more
School bullying is a common social problem around the world which affects teenagers, and physical violence is considered to be the most harmful. This paper proposed an automatic physical bullying detection method with movement sensors to protect teenagers. Four features were extracted from acceleration and gyro data, and an Instance-Based classifier was applied upon them. Altogether eight kinds of activities, including three bullying kinds and five daily-life kinds, were acted by role playing. Simulations were performed on these data, and the results showed that the proposed algorithm could recognize physical bullying events and distinguish them from daily-life ones at an average accuracy of 80%. This showed a promise in automatic school bullying prevention with activity recognition techniques.
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This paper draws on the story of ‘Mikael’, a schoolboy from northern Finland, to examine how his affective ties of compassion and his pursuit of dominant forms of masculinity evolve in his journey from middle childhood to young adulthood.... more
This paper draws on the story of ‘Mikael’, a schoolboy from northern Finland, to examine how his affective ties of compassion and his pursuit of dominant forms of masculinity evolve in his journey from middle childhood to young adulthood. In his earlier years, Mikael's speech regarding his relationships with peers and family members indicates a non-hierarchical sympathetic orientation, enabling sensitivity to diverse vulnerabilities. Over time, his speech reflects more and more the ideals of dominating masculinity and hierarchical relationality, and it is marked by ‘inner-circle’ compassion that excludes people considered vulnerable and/or ‘Other’. The authors argue that the challenge of balancing compassionate concern, masculinity and social position generates heavy costs, imposing on young men not only the heavy burden of fulfilling the requirements of culturally esteemed masculinity, but also a partial loss of being in touch with one's inner faculties of emotions and imagination.
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This article draws on school-based ethnographic research in two elementary schools (in South Wales, UK and north Finland) to explore the ‘ordinary affects’ (Stewart, 2007) of gendered/sexual power in young children's (aged 5–6)... more
This article draws on school-based ethnographic research in two elementary schools (in South Wales, UK and north Finland) to explore the ‘ordinary affects’ (Stewart, 2007) of gendered/sexual power in young children's (aged 5–6) negotiation of their own and others’ bodies in playground and classroom spaces. We apply queer and feminist appropriations of Deleuze and Guattari’s key concepts of ‘assemblage’, ‘becomings’ and ‘territorialisations’, not to pin down what a kiss is, but to explore the kiss as always more than itself, and thus what (else) a kiss can do. To explore the affective journey of the kiss as an always-relational social-material event, we sketch a range of kissing assemblages across four vignettes – ‘the kissing hut’, ‘the classroom kiss’, ‘the kissing line’ and ‘the dinosaur kiss’ – mapping the enabling or restriction of a range of gendered and sexual becomings. Each vignette foregrounds the complex, contradictory nature of children’s gendered and sexual cultures ...
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Transforming educational institutets into learning organisations : a requisite for combating heterosexism in education
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What is respect among school boys and how can it be earned? Reaching across disciplines, this article contends that respect is a dimension of status in the context of masculinities in peer relations, as are peer likeability and power... more
What is respect among school boys and how can it be earned? Reaching across disciplines, this article contends that respect is a dimension of status in the context of masculinities in peer relations, as are peer likeability and power positions. Draw-ing on longitudinal interviews and observational material, the authors scrutinize vio-lence, physicality, materiality, and performances, exploring how school boys use these resources strategically to gain respect and to affect power relations. The authors conceptualize respect further, suggesting that respect among school boys refers not only to peer likeability but to a self-oriented stance tied to power and masculine veneration. This research aims to dig deeply into the complexities of masculinities, status, and power; to openly subvert, change, and make room for ‘‘fair power’ ’ instead of ‘‘fear power’ ’ in schools.
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In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on... more
In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on affect and trauma, we ask how the film popularizes Sámi nature-based cosmologies, addresses and attempts to repair the cross-generational transmission of settler colonial trauma, and presents a complex view of gender and human and non-human relations. Unlike in its predecessor Frozen (2013), in Frozen 2 Disney involved Sámi consultants in the production process, and the film was dubbed in North Sámi language. We interrogate Frozen 2's production process as well as its narrative and aesthetics, proposing that it allows its viewerschildren and adults, Indigenous and non-Indigenous aliketo engage with and learn about Indigenous ethics, Sámi cosmologies, and more-than-human understandings of gender and sexuality in respectful and easily approachable ways.
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From violence to caring : gendered and sexualised violence as the challenge on the life-span : Conference proceedings
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From violence to caring : gendered and sexualised violence as the challenge on the life-span : Conference proceedings
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... Suomeksi. Koulupoikien statustyö väkivallan ja välittämisen valokiilassa. Tuija Huuki. ... Keywords: bullying, caring, gender, kiusaaminen, kouluväkivalta, masculinity, maskuliinisuus, power relations, school violence, sukupuoli,... more
... Suomeksi. Koulupoikien statustyö väkivallan ja välittämisen valokiilassa. Tuija Huuki. ... Keywords: bullying, caring, gender, kiusaaminen, kouluväkivalta, masculinity, maskuliinisuus, power relations, school violence, sukupuoli, valtasuhteet, välittäminen. ...
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Tässä tutkimuksessa tarkastelemme oppilaan osallisuutta alakoulun kehityskeskustelussa affektiivisten ja materiaalisten ulottuvuuksien näkökulmasta. Feministisessä, uusmaterialistisessa ja posthumanistisessa tutkimuksessa on viime aikoina... more
Tässä tutkimuksessa tarkastelemme oppilaan osallisuutta alakoulun kehityskeskustelussa affektiivisten ja materiaalisten ulottuvuuksien näkökulmasta. Feministisessä, uusmaterialistisessa ja posthumanistisessa tutkimuksessa on viime aikoina haastettu kielellisiä ja tekstuaalisia tutkimusmenetelmiä kehittämällä uusia metodologisia välineitä muun muassa kasvatustapahtumien tutkimiseen. Hyödyntämällä affektin, urittuvan ja silenevän tilan sekä yhteismuotoutumisen käsitteitä keskitymme havainnoimaan, miten tilat lapsen osallisuudelle avautuvat ja sulkeutuvat kehityskeskustelussa. Aineiston tuottamisen välineenä hyödynnämme tutkimusta varten kehitettyä pedagogis-menetelmällistä KESY-kuvamateriaalia, jonka tavoitteena on lisätä oppilaan osallisuutta kehityskeskustelussa ja samalla mahdollistaa osallisuuden moninaisten tilojen näkyväksi tekeminen. Tutkimusaineisto perustuu alakoulun kehityskeskusteluissa koottuihin kenttämuistiinpanoihin, valokuviin ja videoihin, joista lähempään tarkasteluu...
... This case seemed to prove Connell's (1995, 93116), Haywood & Mac an Ghaill's (1996, 51) and Mac an Ghaill's (2000, 181) claim that ... I witnessed an episode in which Kimi, a... more
... This case seemed to prove Connell's (1995, 93116), Haywood & Mac an Ghaill's (1996, 51) and Mac an Ghaill's (2000, 181) claim that ... I witnessed an episode in which Kimi, a non-popular boy with behavioural problems, was standing second to last in a queue, while the last ...
This paper draws on new feminist materialist and posthuman theories to explore discrimination experienced by Sámi attendees at Finnish boarding schools. The aim is to shift attention away from the human actor to a wider field of power... more
This paper draws on new feminist materialist and posthuman theories to explore discrimination experienced by Sámi attendees at Finnish boarding schools. The aim is to shift attention away from the human actor to a wider field of power relations, and consider discrimination as force relations, emerging dynamically through assemblages of, for example, material, corporeal, historical, organic, discursive and affective elements. The case study, taken from the structured interview survey data from one Sámi woman, is used to demonstrate material, affective and historical forces, through which events of discrimination emerge. We argue that material objects and places and their histories are not inert, fixed backgrounds against which things occur, nor important contextualising features of situated events. Rather, they can be seen as significant actants in the rendering of the Sámi as the Other. Recognising how traces of place and history and material objects become revitalised within acting...
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This paper theorises the speculative process of how an arts-based online youth activist resource, AGENDA (www.agendaonline.co.uk) is becoming eventful and re-mattering youth voice on gender and sexual violence. Utilising the concept of... more
This paper theorises the speculative process of how an arts-based online youth activist resource, AGENDA (www.agendaonline.co.uk) is becoming eventful and re-mattering youth voice on gender and sexual violence. Utilising the concept of the 'cwrdd'-a Welsh word for gatherings made, found and stumbled upon-we explore how our AGENDA cwrdds attune to, nurture and platform a range of micro-political moments across performances and workshops that entangle human and non-human participants. Inspired by Erin Manning's concept of the 'more-than', we illustrate how the cwrdds carry the past-present-future potentials of what has mattered and is mattering to young people.
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First anthology on boyhood studies in Finland, in Finnish
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In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on... more
In this article, we examine the immensely popular animated Disney film Frozen 2 (2019) through its potential as decolonial queer pedagogy. Drawing on Indigenous educational studies, queer and feminist Indigenous theories, and research on affect and trauma, we ask how the film popularizes Sámi nature-based cosmologies, addresses and attempts to repair the cross-generational transmission of settler colonial trauma, and presents a complex view of gender and human and non-human relations. Unlike in its predecessor Frozen (2013), in Frozen 2 Disney involved Sámi consultants in the production process, and the film was dubbed in North Sámi language. We interrogate Frozen 2's production process as well as its narrative and aesthetics, proposing that it allows its viewerschildren and adults, Indigenous and non-Indigenous aliketo engage with and learn about Indigenous ethics, Sámi cosmologies, and more-than-human understandings of gender and sexuality in respectful and easily approachable ways.
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New materialisms have informed an array of creative methodologies, inviting scholars to rethink ethics in the practices of research with children. Participating in this rethinking, this study elaborates on ethical practices in creative... more
New materialisms have informed an array of creative methodologies,
inviting scholars to rethink ethics in the practices of research with
children. Participating in this rethinking, this study elaborates on
ethical practices in creative research where new materialist and artsbased
methodologies intra-act with children and the sensitivities of
gender and power in young peer cultures. Drawing on experiences
from the authors’ creative workshops, this paper investigates how
new materialist creative practice allows children to explore and communicate
their experiences of gender and power in safe and enabling
ways. The authors suggest expanding their ethical practice by composing
ethically sustainable encounters for children to engage with
experiences of and visions for their peer cultures. They close by
discussing practices for responding to the inherent un/safety of
addressing gender and sexual abuses of power and for enabling
microprocesses of change to – as a matter of sustainability – transform
oppressive peer cultures towards social justice.
inviting scholars to rethink ethics in the practices of research with
children. Participating in this rethinking, this study elaborates on
ethical practices in creative research where new materialist and artsbased
methodologies intra-act with children and the sensitivities of
gender and power in young peer cultures. Drawing on experiences
from the authors’ creative workshops, this paper investigates how
new materialist creative practice allows children to explore and communicate
their experiences of gender and power in safe and enabling
ways. The authors suggest expanding their ethical practice by composing
ethically sustainable encounters for children to engage with
experiences of and visions for their peer cultures. They close by
discussing practices for responding to the inherent un/safety of
addressing gender and sexual abuses of power and for enabling
microprocesses of change to – as a matter of sustainability – transform
oppressive peer cultures towards social justice.
Research Interests:
This article focuses on a study in which feminist new materialist and arts-based methodologies were employed to explore how three girls address their experiences of sexual harassment as part of ‘crushes’ with boys in fourth and fifth... more
This article focuses on a study in which feminist new materialist and
arts-based methodologies were employed to explore how three
girls address their experiences of sexual harassment as part of
‘crushes’ with boys in fourth and fifth grade. The study stems
from longitudinal research on how Finnish children from preschool
to pre-teen years are caught up in entanglements of
power in the formation of romantic relationship cultures. Such
entanglements often escape articulation and are therefore
difficult to study using more traditional research methods. During
the arts-based process, the girls began to negotiate consent and
self-determination in new ways through collecting, crafting, and
making a booklet and a YouTube video. Conceptualising the
changes as minor gestures (Manning 2016) that gradually
transform girls’ somatic archives (Paasonen 2013), we
argue that arts-methods can empower children to relate
differently to each other, refuse harassment and assert their desires.
arts-based methodologies were employed to explore how three
girls address their experiences of sexual harassment as part of
‘crushes’ with boys in fourth and fifth grade. The study stems
from longitudinal research on how Finnish children from preschool
to pre-teen years are caught up in entanglements of
power in the formation of romantic relationship cultures. Such
entanglements often escape articulation and are therefore
difficult to study using more traditional research methods. During
the arts-based process, the girls began to negotiate consent and
self-determination in new ways through collecting, crafting, and
making a booklet and a YouTube video. Conceptualising the
changes as minor gestures (Manning 2016) that gradually
transform girls’ somatic archives (Paasonen 2013), we
argue that arts-methods can empower children to relate
differently to each other, refuse harassment and assert their desires.