Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sa...
| Published in: | Intercultural Education |
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| Main Authors: | , , |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Luleå tekniska universitet, Pedagogik, språk och ämnesdidaktik
2024
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| Subjects: | |
| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-102672 https://doi.org/10.1080/14675986.2023.2279877 |
| Summary: | In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation. Full text license: CC BY |
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