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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ftjsse:oai:biejournals.de:article/875 2023-05-15T18:10:54+02:00 Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks Eriksen, Kristin Gregers 2018-08-20 application/pdf application/msword https://www.jsse.org/index.php/jsse/article/view/875 https://doi.org/10.4119/jsse-875 eng eng sowi-online e.V., Bielefeld, Germany https://www.jsse.org/index.php/jsse/article/view/875/1005 https://www.jsse.org/index.php/jsse/article/view/875/1006 10.4119/jsse-875 https://www.jsse.org/index.php/jsse/article/view/875 doi:10.4119/jsse-875 Copyright (c) 2018 JSSE - Journal of Social Science Education https://creativecommons.org/licenses/by-sa/4.0 CC-BY-SA JSSE - Journal of Social Science Education; Bd. 17 Nr. 2 (2018): European Identity and Citizenship in Textbooks and Educational Media; 57-67 JSSE - Journal of Social Science Education; Vol. 17 No. 2 (2018): European Identity and Citizenship in Textbooks and Educational Media; 57-67 1618-5293 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2018 ftjsse https://doi.org/10.4119/jsse-875 2022-10-04T15:38:19Z 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. Article in Journal/Newspaper sami sami Journal of Social Science Education (JSSE - Bielefeld University) Norway |
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Open Polar |
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Journal of Social Science Education (JSSE - Bielefeld University) |
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ftjsse |
language |
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. |
format |
Article in Journal/Newspaper |
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, Germany |
publishDate |
2018 |
url |
https://www.jsse.org/index.php/jsse/article/view/875 https://doi.org/10.4119/jsse-875 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
sami sami |
genre_facet |
sami sami |
op_source |
JSSE - Journal of Social Science Education; Bd. 17 Nr. 2 (2018): European Identity and Citizenship in Textbooks and Educational Media; 57-67 JSSE - Journal of Social Science Education; Vol. 17 No. 2 (2018): European Identity and Citizenship in Textbooks and Educational Media; 57-67 1618-5293 |
op_relation |
https://www.jsse.org/index.php/jsse/article/view/875/1005 https://www.jsse.org/index.php/jsse/article/view/875/1006 10.4119/jsse-875 https://www.jsse.org/index.php/jsse/article/view/875 doi:10.4119/jsse-875 |
op_rights |
Copyright (c) 2018 JSSE - Journal of Social Science Education https://creativecommons.org/licenses/by-sa/4.0 |
op_rightsnorm |
CC-BY-SA |
op_doi |
https://doi.org/10.4119/jsse-875 |
_version_ |
1766183625527656448 |