Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks
Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multi-culturalism in education through the example of indigenous peoples i...
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ftdatacite:10.4119/unibi/jsse-v17-i2-1697 2023-05-15T18:10:58+02:00 Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks Eriksen, Kristin Gregers 2018 application/pdf https://dx.doi.org/10.4119/unibi/jsse-v17-i2-1697 http://www.jsse.org/index.php/jsse/article/view/875/1005 en eng sowi-online e.V., Bielefeld https://dx.doi.org/10.4119/unibi/jsse-v17-i2-1697 This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. http://creativecommons.org/licenses/by-sa/4.0 CC-BY-SA Text Article article-journal ScholarlyArticle 2018 ftdatacite https://doi.org/10.4119/unibi/jsse-v17-i2-1697 https://doi.org/10.4119/unibi/jsse-v17-i2-1697 2021-11-05T12:55:41Z Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multi-culturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Method: Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. Findings: The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Practical implications: Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice. : JSSE - Journal of Social Science Education, 2-2018 European Identity and Citizenship in Textbooks/Educational Media Text sami sami DataCite Metadata Store (German National Library of Science and Technology) Norway |
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DataCite Metadata Store (German National Library of Science and Technology) |
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English |
description |
Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multi-culturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Method: Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. Findings: The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Practical implications: Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice. : JSSE - Journal of Social Science Education, 2-2018 European Identity and Citizenship in Textbooks/Educational Media |
format |
Text |
author |
Eriksen, Kristin Gregers |
spellingShingle |
Eriksen, Kristin Gregers Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
author_facet |
Eriksen, Kristin Gregers |
author_sort |
Eriksen, Kristin Gregers |
title |
Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
title_short |
Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
title_full |
Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
title_fullStr |
Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
title_full_unstemmed |
Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks |
title_sort |
teaching about the other in primary level social studies: the sami in norwegian textbooks |
publisher |
sowi-online e.V., Bielefeld |
publishDate |
2018 |
url |
https://dx.doi.org/10.4119/unibi/jsse-v17-i2-1697 http://www.jsse.org/index.php/jsse/article/view/875/1005 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
sami sami |
genre_facet |
sami sami |
op_relation |
https://dx.doi.org/10.4119/unibi/jsse-v17-i2-1697 |
op_rights |
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. http://creativecommons.org/licenses/by-sa/4.0 |
op_rightsnorm |
CC-BY-SA |
op_doi |
https://doi.org/10.4119/unibi/jsse-v17-i2-1697 https://doi.org/10.4119/unibi/jsse-v17-i2-1697 |
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