Educational Activities at the Sami Folk High School 1942-1982
The Sami folk high school started in 1942 as a school for young Sami that needed more education that the Swedish folk school or nomadic school offered its pupils. The school was managed by the Swedish mission society, an organization within the Swedish church. The school was successful but struggled...
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Language: | English |
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Umeå universitet, Institutionen för idé- och samhällsstudier
2015
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107106 https://doi.org/10.4236/ce.2015.69090 |
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ftumeauniv:oai:DiVA.org:umu-107106 2023-10-09T21:55:44+02:00 Educational Activities at the Sami Folk High School 1942-1982 Hansson, Johan 2015 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107106 https://doi.org/10.4236/ce.2015.69090 eng eng Umeå universitet, Institutionen för idé- och samhällsstudier Creative Education, 2151-4755, 2015, 6:9, s. 880-897 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107106 doi:10.4236/ce.2015.69090 info:eu-repo/semantics/openAccess Sami Folk High School Indigenous Education Folkhögskola Samer utbildning utbildningshistoria History Historia Other Humanities not elsewhere specified Övrig annan humaniora Educational Sciences Utbildningsvetenskap Article in journal info:eu-repo/semantics/article text 2015 ftumeauniv https://doi.org/10.4236/ce.2015.69090 2023-09-22T13:48:33Z The Sami folk high school started in 1942 as a school for young Sami that needed more education that the Swedish folk school or nomadic school offered its pupils. The school was managed by the Swedish mission society, an organization within the Swedish church. The school was successful but struggled with financial problems. The result was that a foundation with Sami representation managed the school instead after 1972. The following year was even more successful. The number of students increased, and the management could offer more courses and their curriculum had more Sami elements than earlier. However, there was also some conflicts during the 1970s. The largest one being the language boycott addressing the issue of Sami languages at the Sami folk high school as a subject in the school, and as an important part of the Sami culture and identity. This article describes the education of the Sami folk high school’s first 40 years with the help of a model for Sami pedagogy developed by Keskitalo and Määttä. The model shows that the education is to a large extent affected by outer factors—self determination, as well as inner factors—language issues and the curriculum. Educational democratization and “ethnification” in Swedish Sápmi – 1942 to the present. Article in Journal/Newspaper sami sami Umeå University: Publications (DiVA) Keskitalo ENVELOPE(23.883,23.883,66.367,66.367) Creative Education 06 09 880 897 |
institution |
Open Polar |
collection |
Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
English |
topic |
Sami Folk High School Indigenous Education Folkhögskola Samer utbildning utbildningshistoria History Historia Other Humanities not elsewhere specified Övrig annan humaniora Educational Sciences Utbildningsvetenskap |
spellingShingle |
Sami Folk High School Indigenous Education Folkhögskola Samer utbildning utbildningshistoria History Historia Other Humanities not elsewhere specified Övrig annan humaniora Educational Sciences Utbildningsvetenskap Hansson, Johan Educational Activities at the Sami Folk High School 1942-1982 |
topic_facet |
Sami Folk High School Indigenous Education Folkhögskola Samer utbildning utbildningshistoria History Historia Other Humanities not elsewhere specified Övrig annan humaniora Educational Sciences Utbildningsvetenskap |
description |
The Sami folk high school started in 1942 as a school for young Sami that needed more education that the Swedish folk school or nomadic school offered its pupils. The school was managed by the Swedish mission society, an organization within the Swedish church. The school was successful but struggled with financial problems. The result was that a foundation with Sami representation managed the school instead after 1972. The following year was even more successful. The number of students increased, and the management could offer more courses and their curriculum had more Sami elements than earlier. However, there was also some conflicts during the 1970s. The largest one being the language boycott addressing the issue of Sami languages at the Sami folk high school as a subject in the school, and as an important part of the Sami culture and identity. This article describes the education of the Sami folk high school’s first 40 years with the help of a model for Sami pedagogy developed by Keskitalo and Määttä. The model shows that the education is to a large extent affected by outer factors—self determination, as well as inner factors—language issues and the curriculum. Educational democratization and “ethnification” in Swedish Sápmi – 1942 to the present. |
format |
Article in Journal/Newspaper |
author |
Hansson, Johan |
author_facet |
Hansson, Johan |
author_sort |
Hansson, Johan |
title |
Educational Activities at the Sami Folk High School 1942-1982 |
title_short |
Educational Activities at the Sami Folk High School 1942-1982 |
title_full |
Educational Activities at the Sami Folk High School 1942-1982 |
title_fullStr |
Educational Activities at the Sami Folk High School 1942-1982 |
title_full_unstemmed |
Educational Activities at the Sami Folk High School 1942-1982 |
title_sort |
educational activities at the sami folk high school 1942-1982 |
publisher |
Umeå universitet, Institutionen för idé- och samhällsstudier |
publishDate |
2015 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107106 https://doi.org/10.4236/ce.2015.69090 |
long_lat |
ENVELOPE(23.883,23.883,66.367,66.367) |
geographic |
Keskitalo |
geographic_facet |
Keskitalo |
genre |
sami sami |
genre_facet |
sami sami |
op_relation |
Creative Education, 2151-4755, 2015, 6:9, s. 880-897 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107106 doi:10.4236/ce.2015.69090 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.4236/ce.2015.69090 |
container_title |
Creative Education |
container_volume |
06 |
container_issue |
09 |
container_start_page |
880 |
op_container_end_page |
897 |
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1779319734848716800 |