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At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier. (History and Education ; Arcum)ORCID-id: 0000-0001-6702-6975
2015 (engelsk)Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 6, nr 9, s. 898-906Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

According to international and national legislation, the Sámi people in Sweden have the right to self-determination; more specifically, they have the right to form their own education. Current compulsory education is guided by the national curricula, Lpo 11. Thus, the curricula heavily in- fluence education in schools throughout the country. In this paper, a content analysis is performed to explore the Lpo 11 from an Indigenous perspective, and it scrutinizes if and how Sámi culture, values, traditions and knowledge are salient in the curricula. The results show that the Sámi the- matic only has a minor place in the Lpo 11. Furthermore, there are no knowledge requirements including the Sámi thematic in the syllabi. In relation to expectations in international conventions and national legislation addressing Indigenous peoples and national minorities, there is a need of a higher degree of the Sámi thematic in the curriculum. 

sted, utgiver, år, opplag, sider
Scientific Research Publishing, 2015. Vol. 6, nr 9, s. 898-906
Emneord [en]
Curricula, Education, Indigenous Peoples, Sámi People
HSV kategori
Forskningsprogram
historia med utbildningsvetenskaplig inriktning
Identifikatorer
URN: urn:nbn:se:umu:diva-104625DOI: 10.4236/ce.2015.69091OAI: oai:DiVA.org:umu-104625DiVA, id: diva2:820723
Prosjekter
Utbildningens demokratisering och etnifiering i svenska Sápmi 1942 till idagTilgjengelig fra: 2015-06-12 Laget: 2015-06-12 Sist oppdatert: 2018-06-07bibliografisk kontrollert

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