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Att öka samiskt inflytande och återaktualisera traditionella kunskaper: Sák96 och den samiska utbildningsambitionen i relation till Lpo94
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.ORCID-id: 0000-0001-6702-6975
2023 (svensk)Inngår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 10, nr 1, s. 115-143Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

To increase Sámi influence and re-actualize traditional knowledge. Sák96 and the Sámi educational ambition in relation to Lpo94. Throughout history, Sámi education has been governed by a Swedish state perspective through legislation and curricula. On one single occasion, an education directive has been published in Sweden based on a Sámi perspective, namely the Sámi syllabi 1996 (Sák96). Sák96 was formed for Sámi education and worked as a complement to the curriculum for the compulsory Swedish school system in 1994 (Lpo94). This study is based on thematic analysis of Sák96 and Lpo94. The purpose is to analyse the educational ambitions in Sák96 in relation to Lpo94 as well as in relation to Sámi identities expressed in the educational ambitions. The analysis is anchored in Gert Biesta’s theories about educational domains and ambitions of education as well as concepts about identification and imagined communities. The study shows that the main ambition with Sák96 was to protect and develop Sámi culture and language in a more detailed way than Lpo94. Sák96 also included additional historical perspectives on the Swedish society’s encroachment on traditional Sámi land, more detailed knowledge of Sámi society and Sámi knowledge traditions, and a desire to create conditions for increased Sámi influence. The Sámi community appears to be closely connected to reindeer husbandry communities according to Sák96. The Sámi communities are also presented as a people divided in four countries (northern Norway, Sweden, Finland as well as Kola Peninsula, Russia) with differentiated livelihood and conditions.

sted, utgiver, år, opplag, sider
Umeå: Umeå University , 2023. Vol. 10, nr 1, s. 115-143
Emneord [en]
Sámi school, Lpo94, Curricula history, Minority education, Educational domains
Emneord [sv]
sameskola, Lpo94, läroplanshistoria, minoritetsutbildning, utbildningsdomäner
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-214104DOI: 10.36368/njedh.v10i1.306Scopus ID: 2-s2.0-85172297012OAI: oai:DiVA.org:umu-214104DiVA, id: diva2:1794170
Ingår i projekt
Utbildningens demokratisering och etnifiering i svenska Sápmi - 1942 till idag, Swedish Research Council FormasTilgjengelig fra: 2023-09-04 Laget: 2023-09-04 Sist oppdatert: 2023-10-16bibliografisk kontrollert
Inngår i avhandling
1. Utbildning för samer: ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal
Åpne denne publikasjonen i ny fane eller vindu >>Utbildning för samer: ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal
2023 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Education for Sámi : ambitions and school practices in the nomad and Sámi school from 1950s to 2010s
Abstract [en]

This thesis examines the development of nomadic and Sámi school education between the 1950s and the 2010s and contributes new knowledge about educational goals, educational ambitions and partly also their implementation and principles for knowledge transfer. It has previously been shown that the educational policy objectives for Sámi education, from the 1962 school reform onwards, have been characterized by linguistic and cultural preservation considerations. In relation to that research, this thesis shows what these overall political decisions meant in a concrete sense, both in terms of knowledge content and more concrete goals with the education in the nomadic and Sámi schools. 

The thesis is based on curricula theory and examines the knowledge content and the concrete goals of Sámi education during the studied period. The educational ambitions, i.e., what was expressed in the curricula as the purpose and goal of education, have been studied based on Gert Biesta's theoretical framework on educational domains (qualification, socialization, and subjectification). The analysis on how collective Sámi identities have been portrayed in the curricula is based on theories of identification and imagined communities by Benedict Anderson and Thomas Hylland Eriksen. The methods used in the thesis are inspired by thematic analysis and content analysis.

The nomad and Sámi school, from the 1950s until the 2010s, has changed from an educational institution that aimed to provide students with a practical and theoretical education for a future life within a Sámi reindeer herding community, to a school form aimed at a broader Sámi community. A change that also meant that the teaching content was reduced to focusing primarily on the Sámi language. This can be seen as a consequence of the fact that the curricula, for the Sámi school form, were developed and adapted in relation to contemporary societal ideals and to educational policy efforts to create a uniform education from the 1950s onwards. This means that education for the Sámi has moved from a clearly separate educational mission to becoming more of a complement to the general primary school education.

 

sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2023. s. 150
Serie
Umeå studies in history and education ; 27
Serie
Skrifter från Várdduo – Centrum för samisk forskning, ISSN 1651-5455 ; 30
Emneord
Nomad school, Sámi school, Indigenous, education, curricula, syllabi., Nomadskola, sameskola, urfolk, utbildning, läroplaner, kursplaner
HSV kategori
Forskningsprogram
historia med utbildningsvetenskaplig inriktning
Identifikatorer
urn:nbn:se:umu:diva-214105 (URN)978-91-8070-154-9 (ISBN)978-91-8070-155-6 (ISBN)
Disputas
2023-09-29, NBVH A101, Norra Beteendevetarhuset, Umeå, 10:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2023-09-08 Laget: 2023-09-04 Sist oppdatert: 2023-09-07bibliografisk kontrollert

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