Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal
This thesis examines the development of nomadic and Sámi school education between the 1950s and the 2010s and contributes new knowledge about educational goals, educational ambitions and partly also their implementation and principles for knowledge transfer. It has previously been shown that the edu...
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Format: | Doctoral or Postdoctoral Thesis |
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Umeå universitet, Institutionen för idé- och samhällsstudier
2023
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ftumeauniv:oai:DiVA.org:umu-214105 2023-10-09T21:55:48+02:00 Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal Education for Sámi : ambitions and school practices in the nomad and Sámi school from 1950s to 2010s Svonni, Charlotta 2023 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-214105 swe swe Umeå universitet, Institutionen för idé- och samhällsstudier Umeå universitet, Várdduo – Centrum för samisk forskning Umeå : Umeå universitet Umeå studies in history and education 27 Skrifter från Várdduo – Centrum för samisk forskning, 1651-5455 30 orcid:0000-0001-6702-6975 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-214105 urn:isbn:978-91-8070-154-9 urn:isbn:978-91-8070-155-6 info:eu-repo/semantics/openAccess Nomad school Sámi school Indigenous education curricula syllabi Nomadskola sameskola urfolk utbildning läroplaner kursplaner History Historia Doctoral thesis, comprehensive summary info:eu-repo/semantics/doctoralThesis text 2023 ftumeauniv 2023-09-22T14:01:45Z This thesis examines the development of nomadic and Sámi school education between the 1950s and the 2010s and contributes new knowledge about educational goals, educational ambitions and partly also their implementation and principles for knowledge transfer. It has previously been shown that the educational policy objectives for Sámi education, from the 1962 school reform onwards, have been characterized by linguistic and cultural preservation considerations. In relation to that research, this thesis shows what these overall political decisions meant in a concrete sense, both in terms of knowledge content and more concrete goals with the education in the nomadic and Sámi schools. The thesis is based on curricula theory and examines the knowledge content and the concrete goals of Sámi education during the studied period. The educational ambitions, i.e., what was expressed in the curricula as the purpose and goal of education, have been studied based on Gert Biesta's theoretical framework on educational domains (qualification, socialization, and subjectification). The analysis on how collective Sámi identities have been portrayed in the curricula is based on theories of identification and imagined communities by Benedict Anderson and Thomas Hylland Eriksen. The methods used in the thesis are inspired by thematic analysis and content analysis. The nomad and Sámi school, from the 1950s until the 2010s, has changed from an educational institution that aimed to provide students with a practical and theoretical education for a future life within a Sámi reindeer herding community, to a school form aimed at a broader Sámi community. A change that also meant that the teaching content was reduced to focusing primarily on the Sámi language. This can be seen as a consequence of the fact that the curricula, for the Sámi school form, were developed and adapted in relation to contemporary societal ideals and to educational policy efforts to create a uniform education from the 1950s onwards. This means that education for the ... Doctoral or Postdoctoral Thesis Sámi Umeå University: Publications (DiVA) Benedict ENVELOPE(-66.585,-66.585,-66.157,-66.157) |
institution |
Open Polar |
collection |
Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
Swedish |
topic |
Nomad school Sámi school Indigenous education curricula syllabi Nomadskola sameskola urfolk utbildning läroplaner kursplaner History Historia |
spellingShingle |
Nomad school Sámi school Indigenous education curricula syllabi Nomadskola sameskola urfolk utbildning läroplaner kursplaner History Historia Svonni, Charlotta Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
topic_facet |
Nomad school Sámi school Indigenous education curricula syllabi Nomadskola sameskola urfolk utbildning läroplaner kursplaner History Historia |
description |
This thesis examines the development of nomadic and Sámi school education between the 1950s and the 2010s and contributes new knowledge about educational goals, educational ambitions and partly also their implementation and principles for knowledge transfer. It has previously been shown that the educational policy objectives for Sámi education, from the 1962 school reform onwards, have been characterized by linguistic and cultural preservation considerations. In relation to that research, this thesis shows what these overall political decisions meant in a concrete sense, both in terms of knowledge content and more concrete goals with the education in the nomadic and Sámi schools. The thesis is based on curricula theory and examines the knowledge content and the concrete goals of Sámi education during the studied period. The educational ambitions, i.e., what was expressed in the curricula as the purpose and goal of education, have been studied based on Gert Biesta's theoretical framework on educational domains (qualification, socialization, and subjectification). The analysis on how collective Sámi identities have been portrayed in the curricula is based on theories of identification and imagined communities by Benedict Anderson and Thomas Hylland Eriksen. The methods used in the thesis are inspired by thematic analysis and content analysis. The nomad and Sámi school, from the 1950s until the 2010s, has changed from an educational institution that aimed to provide students with a practical and theoretical education for a future life within a Sámi reindeer herding community, to a school form aimed at a broader Sámi community. A change that also meant that the teaching content was reduced to focusing primarily on the Sámi language. This can be seen as a consequence of the fact that the curricula, for the Sámi school form, were developed and adapted in relation to contemporary societal ideals and to educational policy efforts to create a uniform education from the 1950s onwards. This means that education for the ... |
format |
Doctoral or Postdoctoral Thesis |
author |
Svonni, Charlotta |
author_facet |
Svonni, Charlotta |
author_sort |
Svonni, Charlotta |
title |
Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
title_short |
Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
title_full |
Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
title_fullStr |
Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
title_full_unstemmed |
Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
title_sort |
utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal |
publisher |
Umeå universitet, Institutionen för idé- och samhällsstudier |
publishDate |
2023 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-214105 |
long_lat |
ENVELOPE(-66.585,-66.585,-66.157,-66.157) |
geographic |
Benedict |
geographic_facet |
Benedict |
genre |
Sámi |
genre_facet |
Sámi |
op_relation |
Umeå studies in history and education 27 Skrifter från Várdduo – Centrum för samisk forskning, 1651-5455 30 orcid:0000-0001-6702-6975 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-214105 urn:isbn:978-91-8070-154-9 urn:isbn:978-91-8070-155-6 |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1779319959904583680 |