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  • 1. Allard, Christina
    et al.
    Axelsson, Per
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Brännlund, Isabelle
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Cocq, Coppélie
    Umeå University, Faculty of Arts, Department of language studies.
    Hjortfors, Lis-Mari
    Umeå University, Faculty of Arts, Department of language studies. Umeå University, Faculty of Arts, Centre for Sami Research.
    Jacobsson, Lars
    Umeå University, Faculty of Medicine, Department of Clinical Sciences.
    Ledman, Anna-Lill
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Löf, Annette
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Johansson Lönn, Eva
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Moen, Jon
    Umeå University, Faculty of Science and Technology, Department of Ecology and Environmental Sciences.
    Nilsson, Lena Maria
    Umeå University, Arctic Research Centre at Umeå University.
    Nordin, Gabriella
    Umeå University, Arctic Research Centre at Umeå University.
    Nordlund, Christer
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Reimerson, Elsa
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Sandström, Camilla
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Sandström, Moa
    Umeå University, Faculty of Arts, Centre for Sami Research. Umeå University, Faculty of Arts, Department of language studies.
    Sehlin MacNeil, Kristina
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Sköld, Peter
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Stoor, Krister
    Umeå University, Faculty of Arts, Department of language studies.
    Storm Mienna, Christina
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Svonni, Charlotta
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Vinka, Mikael
    Össbo, Åsa
    Umeå University, Faculty of Arts, Department of language studies.
    Rasbiologiskt språkbruk i statens rättsprocess mot sameby2015In: Dagens Nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.

  • 2.
    Berggren, Lena
    et al.
    Umeå University, Faculty of Arts, Historical Studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Historical Studies.
    När timmarna inte räcker till för att ge doktoranderna undervisningserfarenhet - lärdomar från en doktorandkurs i pedagogiskt mentorskap2007In: Utsikter, insikter och avsikter. 8:e universitetspedagogiska konferensen i Umeå 27-28 februari 2007, 2007Conference paper (Other academic)
  • 3.
    Burke, Catherine
    et al.
    University of Cambridge.
    Grosvenor, IanUniversity of Birmingham.Norlin, BjörnUmeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Engaging with Educational Space: Visualizing Spaces of Teaching and Learning2014Collection (editor) (Other academic)
    Abstract [en]

    This book weaves together two central dimensions of contemporary educational research, namely the attention to school spaces and the use of visual sources. Its sixteen brief case studies deal with both contemporary and historical settings, topics including teachers’ perception of educational change, their working places and daily tasks, the interlacing of social, spatial and knowledge differentiation in schools, discrepancies between students’ and teachers’ ways of visualizing school life, commercial representations of the school environment and the spatial fluidity between indoor and outdoor. The ongoing technology shift and its impact on schooling is an undercurrent running through the entire volume.

    The authors – the majority of whom are practicing teachers – are Ulrika Boström, Maria Deldén, Carl Emanuelsson, Catharina Hultkrantz, Aleksandra Indzic Dujso, Cecilia Johansson, Kristina Ledman, Synne Myreböe, Lena Almqvist Nielsen, Peter Norlander, Annie Olsson, Karin Sandberg, Lina Spjut, Robert Thorp, Åsa Wendin and Andreas Westerberg. The book is edited and introduced by Catherine Burke, Ian Grosvenor and Björn Norlin.

    Engaging with Educational Space is suitable to both academic courses focusing on methodological issues associated with the study of school spaces and to the use of visual sources in educational research, and for the in-service training of teachers and other individuals involved in education.

  • 4.
    Burke, Catherine
    et al.
    University of Cambridge.
    Grosvenor, Ian
    University of Birmingham.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Entwining Visuality and Spatiality in Educational Research2014In: Engaging with Educational Space: Visualizing Spaces of Teaching and Learning / [ed] Björn Norlin, Catherine Burke & Ian Grosvenor, Umeå: Institutionen för idé- och samhällsstudier , 2014, p. 11-17Chapter in book (Other academic)
  • 5.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Björn, Norlin
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Den svenska skolgårdens historia2012In: Vägval i skolans historia, ISSN 1652-0610, Vol. 12, no 2-3, p. 16-20Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, BjörnUmeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Beyond the classroom: studies on pupils and informal schooling processes in modern Europe2014Collection (editor) (Refereed)
  • 7.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Introduction: Taking Pupils into Account in Educational History Research2014In: Beyond the Classroom: Studies on Pupils and Informal Schooling Processes in Modern Europe / [ed] Anna Larsson/Björn Norlin, Frankfurt am Main: Peter Lang Publishing Group , 2014, p. 9-23Chapter in book (Refereed)
  • 8.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Den svenska skolgårdens historia: skolans utemiljö som pedagogiskt och socialt rum2017Book (Other academic)
    Abstract [sv]

    De flesta av oss har minnen kopplade till vår gamla skolgård – raster med avsides ro eller vild lek, gymnastik lektioner med idrott och tävlingar eller undervisning, kanske i naturkunskap eller bild. Idag har skolgården blivit en naturlig del av skolan, men hur har denna plats blivit så självklar? I sin intresseväckande bok redogör författarna Anna Larsson, Björn Norlin och Maria Rönnlund för den svenska skolgårdens historia utifrån historiskt källmaterial och människors minnesberättelser. De beskriver hur skolgården har tagit form och förändrats som koncept, hur den fysiskt har formgetts och utvecklats, och hur den har använts för social samvaro. Boken ger en ny och samlad kunskap om skolans utemiljö som ett pedagogiskt och socialt rum, både i en historisk och nutida kontext.

  • 9.
    Lindmark, Daniel
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, BjörnUmeå University, Faculty of Arts, Department of historical, philosophical and religious studies.Sjögren, DavidUppsala universitet.
    Kyrkliga strukturer och platsbundna kulturer: Vilhelmina pastorat 200 år2014Collection (editor) (Other academic)
  • 10.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Bildning i skuggan av läroverket: Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-19142010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.

  • 11.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Education and Violence2018Collection (editor) (Refereed)
    Abstract [en]

    This special issue addresses the broad theme of education and violence. Its overall aim is to contribute to the understanding of different forms, roles, and meanings of symbolic and physical violence and their significance for past educational practices, and at the same time to give theoretical, methodological, and empirical impetus for future studies in this area.

  • 12.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Etiska överväganden i ett forskningsprojekt riktat mot en ungdomsförening2007In: Forska rätt : texter om etik och historisk forskning / [ed] Åsa Bergenheim, Umeå: Historiska studier , 2007, p. 80-Chapter in book (Other academic)
  • 13.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Exploring Violence(s) in the History of Education2018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 2, p. 1-15Article in journal (Other academic)
  • 14.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kamratuppfostran och subordination: om våldet vid svenska gymnasier under tidigt 1800-tal2008In: Ny utbildningshistorisk forskning: tio bidrag från Nationella forskarskolan i utbildningshistoria / [ed] Esbjörn Larsson, Uppsala: Föreningen för svensk undervisningshistoria , 2008, p. 38-56Chapter in book (Other academic)
  • 15.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kolonial utbildning och omvändelsepedagogik vid Svenska missionssällskapets lappländska skolinrättningar under 1840-talet2015In: Norrlandsfrågan: erfarenheter av utbildning, bildning och fostran i nationalstatens periferi / [ed] David Sjögren och Johannes Westberg, Umeå: Kungl. Skytteanska samfundet , 2015, p. 195-222Chapter in book (Other academic)
  • 16.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kyrkan, missionen och skolan2017In: Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2017, p. 37-50Chapter in book (Other (popular science, discussion, etc.))
  • 17.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kyrkan och samiska kulturella uttryck2017In: Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2017, p. 51-63Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kyrkan och skolan: administrativ brytning från tidigmodern tid till nutid2014In: Kyrkliga strukturer och platsbundna kulturer: Vilhelmina pastorat 200 år / [ed] Daniel Lindmark, Björn Norlin och David Sjögren, Umeå: Luleå stiftshistoriska sällskap , 2014Chapter in book (Other academic)
  • 19.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Making the schoolyard: recess, recreation, play, and other pedagogical incentives to regulate outdoor school spaces in seventeenth- and eighteenth-century Sweden2018In: Making education: material school design and educational governance / [ed] Ian Grosvenor & Lisa Rosén Rasmussen,, Springer, 2018, p. 33-48Chapter in book (Refereed)
    Abstract [en]

    The present chapter examines early modern schooling in Sweden and more precisely how spatial conceptualizations of the outdoors (with regard to theuse of it for recess, physical activity, recreational play, and other educational activities) were accumulated in formal curricula. The chapter draws attention to the introduction and origins of ideas connected to the use of the outdoors,the link between outdoor activities and specific school subjects, and the influence of dominating discourses. Theoretically, it expands on a Lefebvrian understanding of the production of social space and on his analytical distinction between different dimensions in this process. The chapter argues that this emergence of the schoolyard as a concept in formal planning was connected to a 'pedagogization' of the outdoor environment, which in turn enforced the design of new rules of conduct and an extended thinking about school governance. The making of the schoolyard meant a reconfiguration of the temporal and spatial preconditions of schooling and an expansion of ambitions to regulate pupils' behaviour outside of the classroom walls.

  • 20. Norlin, Björn
    Sara Backman Prytz Borgerlighetens döttrar och söner: Kvinnliga och manliga ideal bland läroverksungdomar, ca. 1880–1945 [Daughters and sons of the bourgeoisie: Femininity and Masculinity-ideals of upper secondary school youth, 1880–1945] Uppsala universitet (PhD diss) 2014, 223 pp.2016In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, no 1, p. 121-123Article, book review (Other academic)
  • 21.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    School jailhouse: discipline, space and the materiality of school morale in early-modern Sweden2016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 3, p. 263-284Article in journal (Refereed)
    Abstract [en]

    This paper uses a specific phenomenon of early-modern education in Sweden, the school jail, as a point of departure for a broader analysis of educational policy in the areas of discipline and moral instruction. The paper demonstrates how the jail evolved as a part of a wider network of objects, pedagogical technologies and social routines in this area and how this gradually came to change. From being part of a disciplinary rationale leaning on public corporal punishment, the prison was successively set aside in favour of new symbolic and more productive forms of discipline. This process of modernisation also enforced spatial and material reconfigurations, as the classroom acquired a more prominent role as an arena for regulatory practice. The paper also suggests a shift of the general scope in formal policy from a religious frame of reference towards a more secular and independent positioning of schooling.

  • 22.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Church and Sami cultural expressions2018In: The Sami and the Church of Sweden: results from a white paper project / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2018, p. 45-57Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Church, mission and school2018In: The Sami and the Church of Sweden: results from a white paper project / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2018, p. 29-44Chapter in book (Other (popular science, discussion, etc.))
  • 24.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Nordic Secondary School Youth Movement: Pupil Exchange in the Era of Educational Modernization, 1870–19142014In: Beyond the Classroom : Studies on Pupils and Informal Schooling Processes in Modern Europe / [ed] Anna Larsson/Björn Norlin, Frankfurt am Main: Peter Lang Publishing Group, 2014, p. 83-102Chapter in book (Refereed)
  • 25.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Historical Studies.
    Berggren, Lena
    Umeå University, Faculty of Arts, Historical Studies.
    Universitetspedagogik i praktiken: reflektioner kring en doktorandkurs2007In: Utsikter, insikter, avsikter: universitetspedagogisk konferens i Umeå 27 – 28 februari 2007 / [ed] Mohammad Faazelhashemi, Thomas Fritz, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2007, p. 221-229Conference paper (Other academic)
    Abstract [sv]

    Under höstterminen 2006 inrättades en ny kurs, Universitetspedagogik i praktiken, vid Institutionen för historiska studier vid Umeå Universitet. Kursen är en fempoängskurs på forskarutbildningen och syftet är att erbjuda doktorander en möjlighet att, under handledning av en ordinarie lärare, undervisa på grundutbildningen och därmed tillgodogöra sig praktisk undervisningserfarenhet. Föreliggande text handlar just om denna kurs, om bakgrunden till dess inrättande, om dess innehåll samt om hur den i praktiken fortlöpte. Samtidigt diskuteras också dess värden betraktat både ur en doktorands och ur en lektors perspektiv.

  • 26.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Lindmark, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sweden2019In: The Palgrave handbook of conflict and history education in the post-Cold War era / [ed] Luigi Cajani, Simone Lässig & Maria Repoussi, Cham: Palgrave Macmillan, 2019, p. 629-637Chapter in book (Refereed)
    Abstract [en]

    Norlin and Lindmark focus on three contemporary debates on history in Sweden, which have proved the most intense and enduring in recent decades. The first controversy centred around disagreements and aims of popularising national history and the popular approach to history evinced by Lindqvist's publications. Questions surrounding the promotion of history as a core subject in the public school system foundered over the issue of content selection. The third controversy, which peaked in 2008, called into question the aims of the 'Living History Forum' in addressing the Holocaust. These debates on the mediation of history highlight the disagreements over the aims of popularising history, the complex relationship between scholarship and publication, and the fear of political and partisan involvement in the mediation of history.

  • 27.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Avslutande reflektioner: Lärdomar från den vetenskapliga antologin2017In: Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2017, p. 91-98Chapter in book (Other (popular science, discussion, etc.))
  • 28.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Colonialism2016In: Encyclopedia of the barents region: Volume 1 (A-M) / [ed] Mats-Olov Olsson, et al., Oslo: Pax Forlag, 2016, p. 117-118Chapter in book (Refereed)
  • 29.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Historiska institutionen, Uppsala Universitet.
    Enhancing the Infrastructure of Research on the Nordic Educational Past: The Nordic Journal of Educational History2014In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, no 1, p. 1-5Article in journal (Other academic)
  • 30.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    Final reflections: lessons learned from the scholarly anthology2018In: The Sami and the Church of Sweden: results from a white paper project / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2018, p. 85-93Chapter in book (Other (popular science, discussion, etc.))
  • 31.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    Inledning: Den vetenskapliga antologin och vitböcker som nutida företeelse2017In: Samerna och Svenska kyrkan: Underlag för kyrkligt försoningsarbete / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2017, p. 31-35Chapter in book (Other (popular science, discussion, etc.))
  • 32.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    Kyrkan, utbildningspolitiken och den samiska skolundervisningen vid sekelskiftet 1900: inflytande, vägval och konsekvenser?2016In: De historiska relationerna mellan Svenska kyrkan och samerna: en vetenskaplig antologi. Bd 1 / [ed] Daniel Lindmark och Olle Sundström, Skellefteå: Artos & Norma bokförlag, 2016, p. 403-438Chapter in book (Refereed)
    Abstract [sv]

    Under mer än 300 år har Svenska kyrkan haft en central roll för framväxten och organiseringen av samiskt skolväsende. I artikeln beskrivs grunddragen i hur det samiska skolväsendet vuxit fram och förändrats från 1600-talets inledning till nomadskolans införande på 1910-talet. Artikeln ämnar föra fram de uttalade målsättningar som föranledde nomadskolans inrättande 1913 och i viss mån ställa dessa i relation till tidigare former för utbildning. Nomadskolan som undervisningsform vilade nämligen på såväl nyetablerade föreställningar om samer och samernas framtid, som tidigare upparbetade former för samisk skolundervisning. Initiativen för skolreformerna togs av kyrkliga företrädare. Dessa hade också initiativet i fråga om att formulera utgångspunkter för samernas situation och renskötselns framtid och föra samman dessa utgångspunkter till grundvalar för hur den samiska undervisningen skulle organiseras. Avslutningsvis diskuteras hur det kyrkliga inflytandet över utbildningssystemet kanaliserades genom fyra, delvis överlappande, roller eller ansvarsområden. Hit hörde 1) ett övergripande ansvar för utbildningspolitiskt policyarbete, 2) en kunskapsförmedlande och opinionsbildande roll i fråga om det samiska och samiska intressen och därmed även rätten att definiera samiskhet i en utbildningskontext, 3) en organiserande roll vad gällde utbildningens administrativa ordnande samt 4) ett mer praktiskt förankrat ansvar för överinseende och konkret implementering av skolundervisningen.

  • 33.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    The scholarly anthology and white papers as a contemporary phenomenon2018In: The Sami and the Church of Sweden: results from a white paper project / [ed] Daniel Lindmark & Olle Sundström, Möklinta: Gidlunds förlag, 2018, p. 23-27Chapter in book (Other (popular science, discussion, etc.))
  • 34.
    Norlin, Björn
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Notes from the Editorial Team2015In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, no 1, p. 1-2Article in journal (Other academic)
  • 35.
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