| 1. |
- Allard, Christina, et al.
(författare)
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Rasbiologiskt språkbruk i statens rättsprocess mot sameby : DN Debatt 2015-06-11
- 2015
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Annan publikation (populärvet., debatt m.m.)abstract
- 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.
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| 2. |
- Belancic, Kristina, et al.
(författare)
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Creating Sami language spaces in a Sami classroom
- 2022
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Ingår i: Dutkansearvvi dieđalaš áigečála. - 2489-7930. ; :2, s. 5-26
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Tidskriftsartikel (refereegranskat)abstract
- Teaching Indigenous languages can be supported by culturally sensitive teaching that is grounded in the Indigenous culture, values, and language. In the Sami context in Sweden, culturally sensitive teaching can be connected to the local culture and place, and may enable teachers to construct knowledge together with students and to enhance cultural and language learning, but there are also potential obstacles that may interfere with the culturally sensitive approach. In this paper, we explore how spaces for authentic language learning can be created in a Sami language classroom from the perspective of a Sami language teacher. Using semistructured interviews, we draw on Keskitalo’s framework for Sami pedagogy to discuss factors that support or hinder the development of spaces for Sami language use in the classroom. Based on our analysis, we argue that the creation of an authentic Sami language space is supported by positive attitudes and valuing the Sami epistemologies. At the same time, creating authentic Sami language spaces is hindered by limited self-determination and the liminal position of the Sami language in relation to Swedish.
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| 3. |
- Belancic, Kristina, et al.
(författare)
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Discourses of functional bilingualism in the Sami curriculum in Sweden
- 2020
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Informa UK Limited. - 1367-0050 .- 1747-7522. ; 23:5, s. 601-616
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Tidskriftsartikel (refereegranskat)abstract
- Sami are Indigenous languages spoken by the Sami people in the northern parts of Scandinavia and Russia. All Sami languages are endangered because of historically aggressive assimilation policies. Currently Sami communities are working actively with language revitalisation processes. This article examines pupils’ access to knowledge in and about Sami languages and functional bilingualism in Sami and Swedish within the curriculum for the Sami schools in Sweden. Through a multifaceted lens of functional linguistic analysis, Bloom’s revised taxonomy of knowledge types and processes, and Bernstein’s concepts of vertical and horizontal discourse we examine the learning outcomes in the Sami and Swedish syllabi. The findings show an unequal balance between the two languages with the Sami syllabus containing fewer knowledge types, cognitive processes, verb processes, a stronger focus on oracy, and a stronger horizontal discourse than the Swedish syllabus. We conclude that the discourses about functional bilingualism that underpin these policy documents is contradictory and does not support Sami to be a fully functional language for all domains of society.
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| 4. |
- Belancic, Kristina, et al.
(författare)
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Institutionalised Sámi education in Norway, Sweden, Finland, and Russia
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The school was one of the main institutions where policies of colonization and assimilation took place. Currently, in the four countries where Sami people reside, namely Norway, Sweden, Finland, and Russia, different policies for supporting Sami languages are carried out. Sami teaching at school is provided in these countries to different extents. In addition to physical teaching in these four countries, remote Sami language education in primary and secondary schools is provided solely in Norway, Sweden, and Finland. In Norway, two universities offer different Sami language courses within teacher training programmes. In addition, the Sami University of Applied Sciences carries out North Sami teacher education, both for early childhood education as well as primary and secondary education, and it is taught in the North Sami language. In Sweden, the University of Umeå provides courses for Sami language teachers. In Finland, several universities offer Sami language courses for teachers. In Russia, the Murmansk Arctic State University offers a philological master programme called ‘Technologies of the Sami Language Teaching’. The Institute of the Peoples of the North of the Herzen University offers pedagogical education at the bachelor level. Within this education, Sami language courses are provided. This chapter demonstrates the positive policy tendencies regarding Sami people in four countries and their languages. Besides this, there are an increasing number of projects on Sami language learning and professional training across the four countries. Nevertheless, there is still work to be done to improve the existing tendencies.
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| 5. |
- Belancic, Kristina, 1986-
(författare)
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Language policy and Sámi education in Sweden : ideological and implementational spaces for Sámi language use
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Sámi schools in Sweden, the use of the Sámi languages and Swedish as languages of instruction is regulated by government and education policy; legislation allows Sámi and Swedish to be used for teaching and learning. However, agency and personal beliefs about Sámi languages play important roles in language use. Indeed, ideological and implementational spaces can be opened or closed, and support or hinder the use of Sámi languages.This thesis explores language use in Sámi schools through a multidimensional qualitative lens of questionnaires, educational policy documents, interviews, and participatory observations. In this way, the multilingual practices of Sámi schools are analyzed and the factors contributing to the creation, opening, and closing of ideological and implementational spaces for Sámi language use are identified.At the policy level, access to knowledge in and about Sámi and to support functional bilingualism opens spaces for Sámi language use. Whereas the unbalanced access to Sámi and Swedish knowledge, fewer Sámi teaching hours, and no national tests in Sámi close spaces for Sámi language use. At the grassroots level, teachers identified the combination of place and play as a facilitator for Sámi language use with the potential to open spaces for language use that support pupils’ willingness to use Sámi. For pupils, positive attitudes towards Sámi are connected with open spaces for Sámi language use. In contrast, negative attitudes towards Sámi are connected with few opportunities to use Sámi, resulting in closed spaces for Sámi language use.The findings of this thesis make it apparent that collaborative engagement and dialogue between researchers, policymakers and those who are affected by language policies (i.e., teachers and pupils) is necessary to create a productive space for policy and grassroots change that opens spaces for Sámi language use in ways that are beneficial for all.
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