On Teachers’ Education in Sweden, School Curriculums, and the Sámi People
This article discusses the intersection of Teachers’ Education and the Swedish society with regards to Sámi religion, history and culture. It aims at a renewed understanding of present premises for construction of curriculums in courses on Sámi history, culture and religion. An important back drop i...
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Uppsala universitet, Centrum för forsknings- och bioetik
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ftuppsalauniv:oai:DiVA.org:uu-383398 2023-05-15T18:14:49+02:00 On Teachers’ Education in Sweden, School Curriculums, and the Sámi People Svalastog, Anna Lydia 2014 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383398 eng eng Uppsala universitet, Centrum för forsknings- och bioetik Uppsala : The Hugo Valentin Centre, Uppsala University Uppsala multiethnic papers, 0281-448X 55 Re: Mindings : Co-Constituting Indigenous, Academic, Artistic Knowledges, p. 153-171 http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383398 urn:isbn:978-91-86531-10-2 info:eu-repo/semantics/openAccess Humanities and the Arts Humaniora och konst Chapter in book info:eu-repo/semantics/bookPart text 2014 ftuppsalauniv 2023-02-23T21:50:47Z This article discusses the intersection of Teachers’ Education and the Swedish society with regards to Sámi religion, history and culture. It aims at a renewed understanding of present premises for construction of curriculums in courses on Sámi history, culture and religion. An important back drop is the Swedish State’s regulation of Teachers Education, their inclusion of indigenous peoples’ inte- rests, and the general demand for research based and reflexive academic teaching. I argue that Teachers’ Education and Swedish bookstores present research based knowledge on the Sámi People’s religion, history and culture in a weak and accidental manner. For a better understanding, I discuss Anthony Giddens’ description of society as regionalized into “back stage” and “front stage” regions structured by different rules – back stage rules being loosely structured and characterized by feelings, subjectivity and bodily activities, while front stage rules are strictly disciplined, and not characterized by personal feelings or bodily excursion. Universities and Colleges fit front stage characteristics, though Teachers’ Education, as well as Swedish bookstores, seems to be structured by back stage rules when it comes to the Sámi People. Giddens emphasizes how social encounters between people contribute to the construction of social institutions and their organization. As such, the loose link between research based teaching and Teachers Education regarding the Sámi people, generates societal consequences. If reflexivity is a major feature of present academic life, we should expect universities to change present premises for research based new curriculums regarding Sámi history, culture and religion. The argument forwarded in this article is thus that, first of all, this situation needs to be made visible. The blind spot has to be identified and targeted. Qualified and reflexive knowledge and competence in Sámi religion, history and culture need to be integrated within all disciplines of academic education. Secondly, I argue ... Book Part Sámi Uppsala University: Publications (DiVA) |
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Uppsala University: Publications (DiVA) |
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English |
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Humanities and the Arts Humaniora och konst |
spellingShingle |
Humanities and the Arts Humaniora och konst Svalastog, Anna Lydia On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
topic_facet |
Humanities and the Arts Humaniora och konst |
description |
This article discusses the intersection of Teachers’ Education and the Swedish society with regards to Sámi religion, history and culture. It aims at a renewed understanding of present premises for construction of curriculums in courses on Sámi history, culture and religion. An important back drop is the Swedish State’s regulation of Teachers Education, their inclusion of indigenous peoples’ inte- rests, and the general demand for research based and reflexive academic teaching. I argue that Teachers’ Education and Swedish bookstores present research based knowledge on the Sámi People’s religion, history and culture in a weak and accidental manner. For a better understanding, I discuss Anthony Giddens’ description of society as regionalized into “back stage” and “front stage” regions structured by different rules – back stage rules being loosely structured and characterized by feelings, subjectivity and bodily activities, while front stage rules are strictly disciplined, and not characterized by personal feelings or bodily excursion. Universities and Colleges fit front stage characteristics, though Teachers’ Education, as well as Swedish bookstores, seems to be structured by back stage rules when it comes to the Sámi People. Giddens emphasizes how social encounters between people contribute to the construction of social institutions and their organization. As such, the loose link between research based teaching and Teachers Education regarding the Sámi people, generates societal consequences. If reflexivity is a major feature of present academic life, we should expect universities to change present premises for research based new curriculums regarding Sámi history, culture and religion. The argument forwarded in this article is thus that, first of all, this situation needs to be made visible. The blind spot has to be identified and targeted. Qualified and reflexive knowledge and competence in Sámi religion, history and culture need to be integrated within all disciplines of academic education. Secondly, I argue ... |
format |
Book Part |
author |
Svalastog, Anna Lydia |
author_facet |
Svalastog, Anna Lydia |
author_sort |
Svalastog, Anna Lydia |
title |
On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
title_short |
On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
title_full |
On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
title_fullStr |
On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
title_full_unstemmed |
On Teachers’ Education in Sweden, School Curriculums, and the Sámi People |
title_sort |
on teachers’ education in sweden, school curriculums, and the sámi people |
publisher |
Uppsala universitet, Centrum för forsknings- och bioetik |
publishDate |
2014 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383398 |
genre |
Sámi |
genre_facet |
Sámi |
op_relation |
Uppsala multiethnic papers, 0281-448X 55 Re: Mindings : Co-Constituting Indigenous, Academic, Artistic Knowledges, p. 153-171 http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383398 urn:isbn:978-91-86531-10-2 |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1766187806210654208 |