Mirja Hiltunen
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Mirja Hiltunen, DA, is Professor of Art Education and the head of the Art Education major at the University of Lapland. She focuses her research and art on critical artsbased practices in questions of social justice in the context of contemporary art education in the North. The place-specificity, performativity, and socially engaged practices are of particular interest to her. She is one of the leaders of the Northern Art, Community, and Environment Research Group. She has presented numerous international research papers and published her work in art education journals, books, and art exhibitions. Research output
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Ongoing Research project: Rievdan
In the photo: in front Mirja and Ante, back Virve, Kasper and Korinna. Photo: Mirja Hiltunen, 2025
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The Rievdan – Change project of the Faculty of Arts at the University of Lapland develops methods of community-based art education in multicultural communities in Sápmi.
The Rievdan – Change is an arts-based action research initiative that develops methods for community-based art education within multicultural communities in Sápmi. The action research includes arts-based workshops and events that bring together families, elders, youth, and schoolchildren to engage with themes of change. The workshops take place in two locations in Sápmi: Kárášjohka (Karasjok) in Norway and Vuohčču (Vuotso) in Finnish Lapland. A key element of the project is fostering interaction between these two localities. The project’s leader is Professor Mirja Hiltunen. The project is funded by the Kone Foundation. The Blog of the project: https://blogi.eoppimispalvelut.fi/rievdanmuutos/ |
Highlights from research publications
A collage of artistic parts of the research. Photos: Mirja Hiltunen
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Arctic Encounters: In Grandma’s Thoughts
As both a mother and a grandmother, my familial connections hold paramount significance in my life. Residing in Northern Finland, a region deeply ingrained in the natural world, I am privileged to share this environment with my family, living in harmony with nature. Our lives are intimately intertwined with activities like hunting, fishing, and berry picking, traditions we gently pass on to our grandchildren. It is a locale ideal for nurturing and raising subsequent generations. A strong human-nature relationship is typical in northern communities. The relationship between humans and nature involves adapting to often harsh conditions through the use of specialized clothing, shelter designs, and survival techniques. The passing down of traditional knowledge from older generations to younger ones is a significant aspect of the human-nature relationship in northern communities. This includes knowledge about survival skills, navigation, and sustainable resource management. People still rely on traditional subsistence practices such as hunting, fishing, and gathering. These activities create a strong connection between humans and the natural environment as they depend on the land for sustenance.
Hiltunen, M. (2025). Arctic Encounters: In Grandma’s Thoughts. In S. Cinquemani, G. Badoni, E. Garber & M.M. Sweeny (Eds.). Transformative Motherscholarship and Art: Public Pedagogies of Childhood (pp. 129-137). Bloomsbury Publishing. |
Taiteen pohjoista dekolonisaatiota: Kuvataidekasvatuksen taidetta Utsjoella [Decolonising Art in the North: The Art of Art Education in Utsjoki]AMASS–AMAS–WEIRD was a community art project conducted in Utsjoki in 2021 as part of the European Union-funded research initiative Acting on the Margins: Arts as Social Sculpture (2020–2023). This art-based action research aimed to enhance interaction and collaboration on the margins of Europe through the development of community art, socially engaged art, and art education within local communities. AMASS–AMAS–WEIRD was implemented as one of the University of Lapland's responsibilities and within the framework of decolonizing Arctic art, although it operated within a European project system that includes underlying goals of European unity. In this exposition, we examine the Arctic decolonization of artistic practice, community art, visual art education, and the research process of the project from decolonization perspectives. AMASS–AMAS–WEIRD strengthened respect for cultural diversity and supported interaction both within and between Sámi and Finnish cultures. However, tensions arose concerning so-called research fatigue, assumptions about marginality, and the funding instrument itself. In conclusion, we emphasize the importance of critically examining the colonial structures and ethical principles of art and research in developing activities that support intercultural dialogue and foster meaningful connections.
Hiltunen, M. & Huhmarniemi, M. (2025). Taiteen pohjoista dekolonisaatiota: Kuvataidekasvatuksen taidetta Utsjoella [Decolonising Art in the North: The Art of Art Education in Utsjoki]. Ruukku – Studies in Artistic Research Journal, 22(2025). https://doi.org/10.22501/ruu.2600850 |
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The researchers, visual arts teachers, and preservice arts teacher students exploring the works of the Sámi activist group Suohpanterror. Image by Laura Ranta, 2018.
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Toward Place-Specific and Situational Arctic Visual Culture Learning in Finnish Art Teacher EducationIn this article, we tackle critical and socially engaged issues on Arctic visual culture (AVC) education in Finland, which are, in this article, considered culturally sensitive topics in Finnish art education. The article emerges from research interests in (1) place-specific issues in art teacher education, as they relate to the critical study of AVC, and (2) Arctic art and Sámi art and craft, the current development and discussion in Finnish contexts, and their importance to art teacher education. Our approach is drawn from the field of Finnish art education and previous knowledge of culturally sensitive, socially engaged art education approaches practiced in two Finnish universities. Through this collaboration, we further develop research and practices related to the topic. The context of the collaboration is a 3-year multidisciplinary and nationwide project, Arctic Reformative and Exploratory Teaching Profession, funded by the Finnish Ministry of Education and Culture.
Mirja Hiltunen, Mira Kallio-Tavin & Annika Sohlman (2021) Toward Place-Specific and Situational Arctic Visual Culture Learning in Finnish Art Teacher Education, Studies in Art Education, 62:3, 266-285. https://doi.org/10.1080/00393541.2021.1936428 |
AMASS–AMAS–WEIRD: Community-based art education project in the Sápmi area, Finland
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This chapter analyses a community-based art education project developing a multidisciplinary activity week, taking place in Utsjoki school centre in the province of Lapland, the Sápmi region, Finland. Sámi are the only Indigenous peoples within the area of the European Union. Sápmi native region is located across the northernmost parts of Norway, Sweden, Russia and Finland. A group of six art education students and the project leader from the University of Lapland worked together with the local pupils, students and teachers; the whole school took part in the activities. The project's objective was to develop the participants' relationship to their surroundings and to the local area, broaden the way they picture their surroundings, their own culture and how they place themselves within it. We used an arts-based action research approach to explore contemporary arts possibilities for increasing the dialogue between different school subjects and crossing the boundaries when focusing on cultural competence, interaction and expression between Sámi Indigenous culture and other local cultures. Findings show evidence of an improvement in combining the knowledge and skills provided by different school subjects to form meaningful wholes through art. The project developed the school culture by promoting instructions with an integrative, art-based approach.
Hiltunen, M. (2023). AMASS–AMAS–WEIRD: Community-based art education project in the Sápmi area, Finland. In A. Kárpáti (Toim.), Arts-based interventions and social change in Europe (s. 133–141). Routledge. https://doi.org/10.4324/9781003376927-19 |
The workshop ends with the creation of a public artwork, “Made from the same tree”, which is displayed in the school’s hall. Photo: Mirja Hiltunen, 2021.
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Love Talks and Neighbourhood: Promoting encounters, tolerance and social inclusion by means of art in daily life and the living environment in Finnish Lapland
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This article will introduce the Love Talks and Neighbourhood (later Love Talks) project, part of the AMASS, Acting on the Margin: Arts as Social Sculpture project. Love Talks was realised in Finnish Lapland in 2020, as part of an effort by local artists and art education students to explore how arts initiatives can build tolerant, community-focused neighbourhoods, while reflecting on how such activities can be scaled up to larger initiatives. The artists and art educators involved in the project took on the roles of teachers, developers, enablers, curators, facilitators, producers and creators of a new dialogic operational culture. The project asked whether socially engaged art can provide new tools for social interaction and increased collaboration. Can it lead to a new dialogue, critical discussions and new forums for participation? This paper highlights the importance of paying attention to how activities are organised and realised in the diverse and often challenging environments characteristic of socially engaged art and community-based art education. It explores how to promote encounters, tolerance and well-being through the use of art, and the role of culture and art in promoting social inclusion, capacity building, networking and participation in daily life and living environments.
Hiltunen, M., Koskenniemi, P., & Sarantou, M. (2021). Love Talks and Neighbourhood: Promoting encounters, tolerance and social inclusion by means of art in daily life and the living environment in province of Lapland. Malta Review of Educational Research, 15(Supplement Issue), 97–117. http://www.mreronline.org/issues/supplement-issue-on-socially-engaged-art-and-global-challenges-december-2021 |
My Stage – sharing and creating a story of our past, present, and future in Finnish Lapland
Hiltunen, M, Mikkonen, E. Niskala, A., Douranou, M. & Patrigani, E. (2018). My Stage – sharing and creating a story of our past, present, and future in Finnish Lapland. Synnyt/ Origins:1/2018, 1–19. https://doi.org/10.54916/rae.118888
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This article addresses the ‘My Stage’ participatory theatre project for women with an immigrant background in Rovaniemi, Finnish Lapland. One of the fundamental ideas underlying the project was the conviction that multidisciplinary dialogue can be helpful in supporting social integration processes in an increasingly multicultural society. Based on our experience and research, we propose that participatory theatre workshops can offer a creative space for these dialogues. In this article, we analyse those experiences by combining social work and socially engaged art education approaches. We address ethnic, cultural, and gendered ‘otherness’ and aim at understanding the impact of unequal power relations, social privileges and hierarchies in the integration processes. The main research question that connects social work and art-based research in this project is “to what extent does taking part in art and design workshops promote social integration?” The empirical data was collected using ethnographic and participatory theatre methods. The multidisciplinary team of authors behind this text includes a theatre practitioner plus, service design, art education, and social work researchers, as well as a workshop participant.
The main research question that connects social work and art-based research in this project is “to what extent does taking part in art and design workshops promote social integration?” The empirical data was collected using ethnographic and participatory theatre methods. The multidisciplinary team of authors behind this text includes a theatre practitioner plus, service design, art education, and social work researchers, as well as a workshop participant. |
Documents of Community-Based Art Education
Mirja Hiltunen’s working method can be characterised as social activist art. For more than twenty years, she has developed interactive art activities that bring communities together, where artistry is shared and the signature of works is often impossible. The art activities have been used to find interaction between northern villages and contemporary art, as well as methods to develop community-based art education in the context of art teacher education at the University of Lapland.
On March 20/3/2015, an almost complete solar eclipse was experienced in Utsjoki, which is the most northern municipality and the only where Sami are in majority n Finland. Ohcejoga Utsjoen Ursa ry organised, in co-operation with Utsjokisuu’s Village Association and Utsjoki's schools, an event called Utsjoki's eclipse and ice-fishing. Hiltunen and two arts students from University of Lapland were involved in carrying out winter art workshops as part of the ensemble. The three-day event, kind of social sculpture, ended with the Village Association's ice-fishing competition at Lake Koahpilas. Installation's Part I, Solar-fishing, sums up the experiences from these days. Part II of the installation, Annunciation day, goes back in time to 22/3/2014, to a personally deeply meaningful moment of the vernal equinox, at the deathbed of artist’s mother. The series is completed in the installation Vernal Equinox that is presented at the Carolium gallery. The grayscale of the video form March 2016 equinox refers to the balance, the circle and continuity of the traditions of the season and continuity of life.
The materials tells their own stories. The parts of the ensemble are combined by the ideas of the connection between the eclipse, brightness and darkness, from experience, from the dazzling late winter snow and the under-ice darkness revealed by the ice-fishing hole, the flash of light from the dark side of an Arctic char and stepping over the border to the great unknown. The material is a message as itself. It can be in contradiction to the form and meaning or might underline them. HIltunen has combined materials like wool and silk, used in Gàkti, the traditional clothing worn by the Sámi, photographs and fishing line - or steel, what refers to the hospital and terminal care.
On March 20/3/2015, an almost complete solar eclipse was experienced in Utsjoki, which is the most northern municipality and the only where Sami are in majority n Finland. Ohcejoga Utsjoen Ursa ry organised, in co-operation with Utsjokisuu’s Village Association and Utsjoki's schools, an event called Utsjoki's eclipse and ice-fishing. Hiltunen and two arts students from University of Lapland were involved in carrying out winter art workshops as part of the ensemble. The three-day event, kind of social sculpture, ended with the Village Association's ice-fishing competition at Lake Koahpilas. Installation's Part I, Solar-fishing, sums up the experiences from these days. Part II of the installation, Annunciation day, goes back in time to 22/3/2014, to a personally deeply meaningful moment of the vernal equinox, at the deathbed of artist’s mother. The series is completed in the installation Vernal Equinox that is presented at the Carolium gallery. The grayscale of the video form March 2016 equinox refers to the balance, the circle and continuity of the traditions of the season and continuity of life.
The materials tells their own stories. The parts of the ensemble are combined by the ideas of the connection between the eclipse, brightness and darkness, from experience, from the dazzling late winter snow and the under-ice darkness revealed by the ice-fishing hole, the flash of light from the dark side of an Arctic char and stepping over the border to the great unknown. The material is a message as itself. It can be in contradiction to the form and meaning or might underline them. HIltunen has combined materials like wool and silk, used in Gàkti, the traditional clothing worn by the Sámi, photographs and fishing line - or steel, what refers to the hospital and terminal care.
Higlights from Artistic Publications
VERNAL EQUINOX Carolium gallery, Praha (2016)
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Selected publications
Hiltunen, M. (2025). Arctic Encounters: In Grandma’s Thoughts. In S. Cinquemani, G. Badoni, E. Garber & M.M. Sweeny (Eds.). Transformative Motherscholarship and Art: Public Pedagogies of Childhood (pp. 129-137). Bloomsbury Publishing.
Hiltunen, M., Kallio-Tavin, M., Sohlman, A. (2021) Toward Place-Specific and Situational Arctic Visual Culture Learning in Finnish Art Teacher Education, Studies in Art Education, 62:3, 266-285. https://doi.org/10.1080/00393541.2021.1936428
Hiltunen, M, Mikkonen, E., Laitinen, M. (2020) Metamorphosis: Co-creation of knowledge in interdisciplinary art-based action research addressing immigration and social integration in Northern Finland. In G. Coutts G. & T., Eca (Eds ) Learning through art: International Perspectives. InSEA Publications.
Hiltunen, M. & Huhmarniemi, M. (2025). Taiteen pohjoista dekolonisaatiota: Kuvataidekasvatuksen taidetta Utsjoella [Decolonising Art in the North: The Art of Art Education in Utsjoki]. Ruukku – Studies in Artistic Research Journal, 22(2025). https://doi.org/10.22501/ruu.2600850
Mikkonen, E.; Hiltunen, M. Laitinen, M. 2020 . My Stage: Participatory Theatre with Immigrant Women as a Decolonizing Method in Art-based Research. Art/Research International: A Transdisciplinary Journal, Volume 5 Issue 1, 2020; The public status: unpublished; in print)
Jokela, T., Hiltunen, M & Huhmarniemi, M. 2019. Art-based Action Research: Participatory Art Education Research for the North. In A. Sinner, R. Irwin & J. Adams (Eds.). Provoking the Field. PhDs in Education: International Perspectives on Visual Arts (pp. 45–56). Bristol: Intellect.
Miettinen, S. A., Erkkilä-Hill, J., Koistinen, S., Jokela, T. S., Hiltunen, M. L. 2019. Stories of design, snow, and silence: Creative tourism landscape in Lapland. In N. Duxbury, G. Richards (eds.) A Research Agenda for Creative Tourism, (pp. 69–84), Cheltenham, UK: Edward Elgar.
Kallio-Tavin M., Anttila E., Jokela T., Hiltunen M., Lehikoinen K., Pusa T. (2019) Cultural Diversity in Finnish Arts Education Research. In: Ferro L., Wagner E., Veloso L., IJdens T., Teixeira Lopes J. (eds) Arts and Cultural Education in a World of Diversity. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Cham
Hiltunen, M, Mikkonen, E. Niskala, A., Douranou, M. & Patrigani, E. 2018 My Stage – sharing and creating a story of our past, present, and future in Finnish Lapland. Synnyt/ Origins:1/2018, pp. 1–19.
Hiltunen, M. 2018. Taidevaihde – aikalaistaiteen toimintatapoja soveltamassa. [ArtGear – Exploring and implementing contemporary art], In P. Granö, M. Hiltunen, T. Jokela (eds) Suhteessa maailmaan: ympäristöt oppimisen avaajina [In Relation to Globe: Environments for Learning] (pp. 83–108), Rovaniemi, Lapland University Press.
Huhmarniemi, M. E. & Hiltunen, M. L., 2018, YTYä esi- ja alkuopetukseen - toimintamalleja ymäristö- ja yhteisötaiteeseen [Art, Community and Environment approach for Childhood and Primary Education], in Rusanen, S., Rintakorpi, K., Kuusela, M. & Torkki, K. (eds.), Mun kuvista kulttuuriin: kuvataidetta esi- ja alkuopetukseen. [From my Images to Culture: Art Education for Childhood and Primary Education] (pp. 109–130), Helsinki: Lasten Keskus.
Tavin, K. & Hiltunen, M. (eds.) 2017. Experimenting fads: Finnish Art-Education Doctoral Studies. An innovative network for PhDs. Aalto University publication series. Arts + Design + Architecture 5/2017. Helsinki: Aalto Arts Book.
Hiltunen M. 2016. Stretching the Limits . In IMAG InSEA MAGAZINE N º 3. Vol.I November 2016, pp. 31-42
Manninen A. & Hiltunen M. 2016 .Dealing with complexity - Pupils’ representations of place in the era of Arctic Urbanization, in Timo Jokela & Glen Coutts (eds) Relate North, Culture, Community, and communication, Rovaniemi: Lapland University Press, pp.35-56.
Hiltunen, M. 2016. Astumisia virtaan. Teoksessa. A. Suominen (toim.). Taidekasvatus ympäristöhuolen aikakaudella – avauksia, suuntia, mahdollisuuksia. Helsinki, Suomi: Aalto ARTS Books., 200–212.
Jokela, T., Hiltunen, M., Härkönen, E.(2015) Art-based Action Research – Participatory Art for the North. International Journal of Education through Art.Vol 11 Number 3, pp. 433–448.
Hiltunen, M. & Rantala. P. (2015) Creating art-based approaches in working life development: The shift from success to significance. International Journal of Education through Art. vol 11:2, pp. 245–260.
Hyry-Beihammer E., Hiltunen, M. & Estola, E.(eds.) (2014) Paikka ja kasvatus, Lapland University Press, Rovaniemi.
Hiltunen, M & Manninen, A. (2015) Art Evokes! –Use of Online Environments to Promote Pupils’ Wellbeing. In E. Sohlman ed.al (eds). Empowering School eHeatlh Model in the Barents Region. Reports in Educational Sciences. Publications of Lapland UAS. Publication series B. Reports 2/2015, pp.245–253.
Jokela, T. & Hiltunen, M & Härkönen, E. 2015. Contemporary Art Education meets the International multicultural North. In Mira Tavin & Jouko Pullinen (eds) Conversations on Finnish Art Education. Aalto University publications series. Art+Design+Architecture. 5/2015. Helsinki: Aalto Arts Books, pp. 260–276.
Hiltunen, M & Zemtsova, I. 2014. Northern Places – tracking the Finno-Ugric traces through place-specific art. In T. Jokela & G. Coutts (eds.) Relate North 2014: Engagement, Art and representation. Rovaniemi: Lapland University Press, pp. 60–81.
Hiltunen, M. 2011. Voimaannuttava pohjoinen Sukupolvet ja kulttuurit kohtaavat taidekasvatushankkeissa. Nuorisotutkimus Vol 29, (1), pp. 34–49.
Hiltunen, M. 2010: Slow Activism: Art in progress in the North. In Aini Linjakumpu & Sandra Wallenius-Korkalo (eds.) Progress or Perish. Northern Perspectives on Social Change. Farnham, Surrey: Ashgate, pp. 119–138.
Hiltunen, M., Kallio-Tavin, M., Sohlman, A. (2021) Toward Place-Specific and Situational Arctic Visual Culture Learning in Finnish Art Teacher Education, Studies in Art Education, 62:3, 266-285. https://doi.org/10.1080/00393541.2021.1936428
Hiltunen, M, Mikkonen, E., Laitinen, M. (2020) Metamorphosis: Co-creation of knowledge in interdisciplinary art-based action research addressing immigration and social integration in Northern Finland. In G. Coutts G. & T., Eca (Eds ) Learning through art: International Perspectives. InSEA Publications.
Hiltunen, M. & Huhmarniemi, M. (2025). Taiteen pohjoista dekolonisaatiota: Kuvataidekasvatuksen taidetta Utsjoella [Decolonising Art in the North: The Art of Art Education in Utsjoki]. Ruukku – Studies in Artistic Research Journal, 22(2025). https://doi.org/10.22501/ruu.2600850
Mikkonen, E.; Hiltunen, M. Laitinen, M. 2020 . My Stage: Participatory Theatre with Immigrant Women as a Decolonizing Method in Art-based Research. Art/Research International: A Transdisciplinary Journal, Volume 5 Issue 1, 2020; The public status: unpublished; in print)
Jokela, T., Hiltunen, M & Huhmarniemi, M. 2019. Art-based Action Research: Participatory Art Education Research for the North. In A. Sinner, R. Irwin & J. Adams (Eds.). Provoking the Field. PhDs in Education: International Perspectives on Visual Arts (pp. 45–56). Bristol: Intellect.
Miettinen, S. A., Erkkilä-Hill, J., Koistinen, S., Jokela, T. S., Hiltunen, M. L. 2019. Stories of design, snow, and silence: Creative tourism landscape in Lapland. In N. Duxbury, G. Richards (eds.) A Research Agenda for Creative Tourism, (pp. 69–84), Cheltenham, UK: Edward Elgar.
Kallio-Tavin M., Anttila E., Jokela T., Hiltunen M., Lehikoinen K., Pusa T. (2019) Cultural Diversity in Finnish Arts Education Research. In: Ferro L., Wagner E., Veloso L., IJdens T., Teixeira Lopes J. (eds) Arts and Cultural Education in a World of Diversity. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Cham
Hiltunen, M, Mikkonen, E. Niskala, A., Douranou, M. & Patrigani, E. 2018 My Stage – sharing and creating a story of our past, present, and future in Finnish Lapland. Synnyt/ Origins:1/2018, pp. 1–19.
Hiltunen, M. 2018. Taidevaihde – aikalaistaiteen toimintatapoja soveltamassa. [ArtGear – Exploring and implementing contemporary art], In P. Granö, M. Hiltunen, T. Jokela (eds) Suhteessa maailmaan: ympäristöt oppimisen avaajina [In Relation to Globe: Environments for Learning] (pp. 83–108), Rovaniemi, Lapland University Press.
Huhmarniemi, M. E. & Hiltunen, M. L., 2018, YTYä esi- ja alkuopetukseen - toimintamalleja ymäristö- ja yhteisötaiteeseen [Art, Community and Environment approach for Childhood and Primary Education], in Rusanen, S., Rintakorpi, K., Kuusela, M. & Torkki, K. (eds.), Mun kuvista kulttuuriin: kuvataidetta esi- ja alkuopetukseen. [From my Images to Culture: Art Education for Childhood and Primary Education] (pp. 109–130), Helsinki: Lasten Keskus.
Tavin, K. & Hiltunen, M. (eds.) 2017. Experimenting fads: Finnish Art-Education Doctoral Studies. An innovative network for PhDs. Aalto University publication series. Arts + Design + Architecture 5/2017. Helsinki: Aalto Arts Book.
Hiltunen M. 2016. Stretching the Limits . In IMAG InSEA MAGAZINE N º 3. Vol.I November 2016, pp. 31-42
Manninen A. & Hiltunen M. 2016 .Dealing with complexity - Pupils’ representations of place in the era of Arctic Urbanization, in Timo Jokela & Glen Coutts (eds) Relate North, Culture, Community, and communication, Rovaniemi: Lapland University Press, pp.35-56.
Hiltunen, M. 2016. Astumisia virtaan. Teoksessa. A. Suominen (toim.). Taidekasvatus ympäristöhuolen aikakaudella – avauksia, suuntia, mahdollisuuksia. Helsinki, Suomi: Aalto ARTS Books., 200–212.
Jokela, T., Hiltunen, M., Härkönen, E.(2015) Art-based Action Research – Participatory Art for the North. International Journal of Education through Art.Vol 11 Number 3, pp. 433–448.
Hiltunen, M. & Rantala. P. (2015) Creating art-based approaches in working life development: The shift from success to significance. International Journal of Education through Art. vol 11:2, pp. 245–260.
Hyry-Beihammer E., Hiltunen, M. & Estola, E.(eds.) (2014) Paikka ja kasvatus, Lapland University Press, Rovaniemi.
Hiltunen, M & Manninen, A. (2015) Art Evokes! –Use of Online Environments to Promote Pupils’ Wellbeing. In E. Sohlman ed.al (eds). Empowering School eHeatlh Model in the Barents Region. Reports in Educational Sciences. Publications of Lapland UAS. Publication series B. Reports 2/2015, pp.245–253.
Jokela, T. & Hiltunen, M & Härkönen, E. 2015. Contemporary Art Education meets the International multicultural North. In Mira Tavin & Jouko Pullinen (eds) Conversations on Finnish Art Education. Aalto University publications series. Art+Design+Architecture. 5/2015. Helsinki: Aalto Arts Books, pp. 260–276.
Hiltunen, M & Zemtsova, I. 2014. Northern Places – tracking the Finno-Ugric traces through place-specific art. In T. Jokela & G. Coutts (eds.) Relate North 2014: Engagement, Art and representation. Rovaniemi: Lapland University Press, pp. 60–81.
Hiltunen, M. 2011. Voimaannuttava pohjoinen Sukupolvet ja kulttuurit kohtaavat taidekasvatushankkeissa. Nuorisotutkimus Vol 29, (1), pp. 34–49.
Hiltunen, M. 2010: Slow Activism: Art in progress in the North. In Aini Linjakumpu & Sandra Wallenius-Korkalo (eds.) Progress or Perish. Northern Perspectives on Social Change. Farnham, Surrey: Ashgate, pp. 119–138.
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