Peer Reviewed Articles
Author contributions were scholarly in nature. The author receives no financial compensation or royalties from publication.
Sagas of the Future North
(In consideration). “Sagas of the Future North: Rewriting Norse–Indigenous Contact Through Canadian Speculative Literature.” Studies in Canadian Literature / Études en littérature canadienne, special 50th-anniversary issue, “Speculative Futures in CanLit,” edited by J. Ball, L. Moss, and C. Sugars.
Securing futures: The Inuvialuit Development Corporation and the legacy of reindeer herding
Salo, Mervi. 2026. “Securing Futures: The Inuvialuit Development Corporation and the Legacy of Reindeer Herding.” The Journal of Aboriginal Economic Development 14, no. 2.
Sailing beyond the saga: Women warriors and Viking piracy
Salo, Mervi. 2026. “Sailing Beyond the Saga: Women Warriors and Viking Piracy.” World History Connected 22, no. 2 (Pirates & Piracy in World History), edited by Cynthia Ross, guest edited by Ian Abbey.
Beyond the Margins: Indigenous-led Theatre Movements in Canada and Norway
Salo, M. M. (in consideration). Beyond the Margins: Indigenous-led Theatre Movements in Canada and Norway. In Vivo Arts, (2), UNKNOWN(s).
Salmon, Sovereignty, and Sustainability: The Deatnu River Case
Salo, M. M. (Fall/Winter 2025). Salmon, Sovereignty, and Sustainability: The Deatnu River Case. World History Bulletin, Water in World History. World History Association.
Perilous Edges: The Intersection of Climate Change and Arctic Coastal Sovereignty
Salo, M. M. (in consideration). Perilous Edges: The Intersection of Climate Change and Arctic Coastal Sovereignty. In K. Bell (Ed.), Coastal Imaginaries [Special issue]. Coastal Studies & Society. Sage.
Other Articles
Vision for Arts Education
Salo, Mervi. “Vision for Arts Education.” Paper prepared for the Second World Congress on Arts Education, United Nations Educational, Scientific and Cultural Organization (UNESCO), Korea, 2010. Published online at https://www.unesco.org/en
This paper offers an autoethnographic and policy-oriented account of Ontario’s large-scale arts curriculum reform, written from the perspective of the Ministry of Education’s lead Arts Education Officer. It situates the policy revision within its broader educational context and examines the processes used to design, implement, and support professional learning, including the development of webcast-based “online demonstration classrooms” to address the challenges of working across a vast and diverse jurisdiction. The paper frames arts education as a way of knowing, foregrounding creativity, critical literacy, inclusion, and cultural context, and argues for video-based professional learning as a powerful lever for systemic educational change.