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Swedish school curr...
Swedish school curricula and Sámi self-identification : the syllabus from 1960s to 2011
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- Svonni, Charlotta, 1974- (author)
- Umeå universitet,Várdduo – Centrum för samisk forskning
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- Spjut, Lina, Fil.dr Pedagogik, 1978- (author)
- Umeå universitet,Pedagogiska institutionen
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(creator_code:org_t)
- Palgrave Macmillan, 2023
- 2023
- English.
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In: History education at the edge of the nation. - : Palgrave Macmillan. - 9783031272455 - 9783031272486 - 9783031272462 ; , s. 125-147
- Related links:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
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- In the book chapter the Swedish school system for the Indigenous Sámi’s from the 1960s to the 2000s is studied. This is done with a special focus on curriculum content of the Sami curriculum from 2011 (Lsam11) in relation to the Swedish primary school curriculum from the same year (Lgr11). The curriculums of 2011 are placed within a historical perspective of Sámi education in Sweden, and the analysis of the curricula and syllabi in history, civics and Sámi language is based on Biesta's educational functions qualification, socialisation and subjectification, as well as imagined communities and self-identification due to Anderson, Hylland Eriksen and Brubaker. The results show that the curriculum content tends to place Swedish identity as superior to the Sámi identity, something that becomes problematic due to the Swedish state's treatment of the Sámi throughout history. For example, all Sami social functions are sorted under cultural socialising expressions, something that diminishes the Sámi identity in relation to the Swedish identity.
Subject headings
- HUMANIORA -- Historia och arkeologi -- Historia (hsv//swe)
- HUMANITIES -- History and Archaeology -- History (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Publication and Content Type
- ref (subject category)
- kap (subject category)
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