Terra 

Abstract: In this study, mires are regarded as living heritage and experienced landscapes. Mires form a cultural context for interface, where the mindscape of human-mire relationships are represented and renewed by diverse types of art projects. As a part of the global concern on climate crisis among artists, intertwined environmental challenges are highlighted through mire art projects. Based on the 12 semi-structured interviews in Finland, artists’ subjective perceptions, expressions and experiences on mires and art in mire landscapes are examined. Artists use culturally sustainable methods, e.g., they engage local tensions and mire users in their art projects. Mire art highlights the flora and fauna of mire and illustrates changes in mire. Mire art mediates the relation between future, society and environment by participating in public discussion on the protection and environmental values of mire. The biocultural heritage of mires consists of e.g., value of biodiversity, local knowledge, experienced landscapes and place related memories.

Abstract: This study examines the changing human-mire relationship today. Drawing on a High heels floral dress mire skiing event held in Pudasjärvi, the research material consists of interviews with the participants and organizers of the event, as well as material based on participatory observation. The research asks: How does a carnival event on a mire affect the human-mire relationship and thus the cultural heritage associated with mires? Theoretical concepts of carnivalism and space are used in the analysis of the material. The research reveals that instead of seeking the privacy that is commonly associated with recreational mires, the creation of a carnival space makes the communal physical interaction between humans and the mire possible, so creating a sense of community. As a consequence, the fears and images of death which have traditionally been part of the cultural heritage of mires are being dispelled, and the mire is perceived as safe and regenerative.

Abstract: The current fossil fuel reliant global energy system is in rapid transition towards low-carbon energy sources. In the Finnish context, a significant target for emission reduction policies has been the country’s carbon dioxide intensive peat energy sector. As a part of the path towards a climate neutral Finland by 2035, the government has set the aim to halve peat energy use by 2030 and, as a part of these transition policies, the principle of providing a just transition for those deriving their livelihood from peat harvesting has been embraced. However, the use of peat has been declining at a much more rapid pace than anticipated, also jeopardizing the just transition promised for those engaged in the peat industry. In this article, we take a focus on the experiences of those who are deriving their livelihood from peat harvesting and related activities with an interest on how they are experiencing the justness of Finland’s peat policies and the ongoing transition. The experiences of our 400 survey respondents reflect the grave societal, economic and human consequences of the multifaceted failures of Finland’s peat transition policies. The lessons learned from the Finnish peat transition can be utilized in planning and implementing more sustainable policies for other livelihoods facing similar transitions. peat; energy; climate; just transition; Finland

Abstract: Recent studies reveal that schools in Finland’s largest urban areas are increasingly segregated. Two dimensions of segregation, residential and school segregation, have been found to be strongly interlinked. In this study, we examine how pupils’ daily lives are segregated or integrated across three life domains – 1) home 2) school and 3) leisure activities, and what kind of negotiation and social distinctions are related to these domains among pupils. Our findings are based on an ethnographic study (48 days), including interviews with pupils (n=22) with different social and ethnic backgrounds in one urban lower secondary school. The results demonstrate that differences between the pupils’ life domains are interconnected in many ways and create social distinctions, hierarchies and divisions between pupils, thus forming breeding ground for detachment and segregation. The findings emphasize the need for urban and educational policies that are sensitive to complexities of local context in social mixing measures.