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- Hellstén, Meeri
(author)
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The Sami Identity : A Souvenir or Something Living?
- 1998
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 12:2, s. 119-136
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Journal article (peer-reviewed)abstract
- This paper discusses the notion of identity in relation to the options of cultural affiliation available to minority group members. In particular, the paper addresses commentary made in relation to the implementation of national curriculum guidelines in indigenous literacy education settings. The discussion draws examples from documented commentary on the administration and implementation of indigenous Sami education in Finland. The paper concludes with some suggestions as to the polemic of implementing (mainstream) curriculum for the maintenance of indigenous culture and emphasises perceptions about language and literacy as important components of the ethnic identity.
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- Svensson, Lennart G., 1944, et al.
(author)
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A 'Good' or 'Bad' student. A study of communication in class assessment meetings
- 1996
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In: Language and Education. - 0950-0782. ; 10:2/3, s. 132-150
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Journal article (peer-reviewed)abstract
- This article describes a study of class assessment meetings (Swedish: klasskonferenser) in the upper secondary school in Sweden. The study focuses on communicative practices in these meetings, how interactional patterns are reproduced by the participants in the meetings, and how these patterns are linked to the social organisation of schools. The data consist of 20 audiotaped and transcribed meetings, each about 20 minutes long. The participants are; director of studies (chairperson at the meeting); form teacher of the class under discussion; subject teachers; school nurse; educational welfare officer; study and career counsellor. The investigation is focused on the participants' accounts of the students' performance and behaviour, and on how, when and why these accounts are provided; i.e. the content, the sequential structure, and the function of the accounts in the organisational context are analysed. The analyses suggest that the severe time constraints and the standardised agenda lead to a routinisation of the interaction. As this routinised pattern is taken over by new participants, it maintains the tradition and generates continuity in the social construction of the students, and leads to a somewhat stereotyped evaluation of student performance. The results of the meetings are, finally, discussed in terms of functions at the group level and from the perspective of the participants.
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