| 1. |
- Kortekangas, Otso, 1987-, et al.
(författare)
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Introduction
- 2019
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Ingår i: Sámi Educational History in a Comparative International Perspective. - Cham : Palgrave Macmillan. - 9783030241117 - 9783030241124 ; , s. 1-11
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This book provides a comprehensive overview of Sámi education in a historical and internationally comparative perspective. Despite the cross-national character of the Sámi population, academic literature on Sámi education has so far been published within the different nation states in the Sámi area, and rarely in English. Exploring indigenous educational history around the world, this collection spans from Asia to Oceania to Sápmi and the Americas. The chapters frame Sámi school history within an international context of indigenous and minority education. In doing so, two narrative threads are established: both traditional history of education, and perspectives on the decolonisation of education. This pioneering book will appeal to students and scholars of Sámi education, as well as indigenous education around the world.
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| 2. |
- Kotljarchuk, Andrej, 1968-
(författare)
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Indigenous People, Vulnerability and the Security Dilemma : Sami School Education on the Kola Peninsula, 1917–1991
- 2019
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Ingår i: Sámi educational history in a comparative international perspective. - Cham : Palgrave Macmillan. - 9783030241117 - 9783030241124 ; , s. 63-82
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Bokkapitel (refereegranskat)abstract
- The aim of this chapter is to discuss the political aspects of vulnerability in the context of theSami school education system. Until the end of the nineteenth century, the Russian Sami had no native-language school system or native textbooks. The Soviet regime was established on the Kola peninsula only in 1920, three years after the 1917 revolution. The politics of selfdetermination, the so-called korenizatsiya (indigenization), became a tool for Bolsheviks pursuing a nationalist agenda for the “oppressed” Sami people. The Soviet policy of indigenization collapsed in 1937 when the secret police NKVD fabricated the formation of a Sami underground rebel organization. In 1938 all the Sami schools were closed, and the Sami language textbooks were confiscated. The promotion of Sami education in Russia was then completely suspended until the establishment of Perestroika.
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| 3. |
- Lindmark, Daniel, 1960-
(författare)
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Sámi schools, female enrolment, and the teaching trade : Sámi women's involvement in education in early modern Sweden
- 2019. - 1
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Ingår i: Sámi educational history in a comparative international perspective. - London : Palgrave Macmillan. - 9783030241117 - 9783030241124 ; , s. 13-26
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Bokkapitel (refereegranskat)abstract
- This article analyses Sámi women's involvement in education in the Swedish part of Sápmi in the eighteenth century, both as students and teachers. During the eighteenth century, girls became increasingly frequent among the students. After the turn of the century, the schools achieved gender balance. Female enrolment was initiated around 1740, when the Sámi schools changed their recruitment policy in other respects, too. The explicit idea behind opening the schools for girls highlighted women's better teaching opportunities. Excluded from the most formal teaching positions as vicars and schoolmasters, Sámi women could occasionally serve as ambulant catechists, a teaching trade where Sámi ethnic identity prevailed. Women more frequently appeared as 'informants' being awarded premiums for having taught individuals to read or master the catechism, and in their own households they dominated as teachers. Consequently, the more informal the teaching duties were, the higher the representation of Sámi women.
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| 4. |
- Zmyvalova, Ekaterina Andreyevna, 1991-, et al.
(författare)
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The development of Sámi children's right to learn Sámi in the Russian school context
- 2019
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Ingår i: Sámi educational history in a comparative international perspective. - Cham : Palgrave Macmillan. - 9783030241124 - 9783030241117 ; , s. 105-123
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Bokkapitel (refereegranskat)abstract
- In this chapter, we show how the provisions of international law concerning Indigenous children's right to learn their mother tongue in school have evolved over time and how the provisions of the Russian national legislation comply with international law. In the light of this framework, we present the historic trajectory of Sámi education at the Lovozero School, from the end of the 1800s to the organizational and attitudinal breaking point experienced during the school year of 2016–2017. Although the Russian legislation has come to contain the elements of the right in focus, we claim that the realization of this right has been, and still is, problematic. A further analysis indicates a recent negative change of the curricular contents, and of the interest of the Sámi learners to attend the Sámi language lessons. This change coincides with a shift from language-oriented teaching into history and culture-oriented program at the school, as well as with negative changes in the speaker demography.
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