At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011
Author(s)
Charlotta Svonni
Affiliation(s)
Department of Historical, Philosophical and Religious Studies, Vaartoe/Centre for Sami Research, Umeå University, Umeå, Sweden.
Department of Historical, Philosophical and Religious Studies, Vaartoe/Centre for Sami Research, Umeå University, Umeå, Sweden.
ABSTRACT
According to international and national legislation, the Sámi people in Sweden have the right to self-determination; more specifically, they have the right to form their own education. Current compulsory education is guided by the national curricula, Lpo 11. Thus, the curricula heavily influence education in schools throughout the country. In this paper, a content analysis is performed to explore the Lpo 11 from an Indigenous perspective, and it scrutinizes if and how Sámi culture, values, traditions and knowledge are salient in the curricula. The results show that the Sámi thematic only has a minor place in the Lpo 11. Furthermore, there are no knowledge requirements including the Sámi thematic in the syllabi. In relation to expectations in international conventions and national legislation addressing Indigenous peoples and national minorities, there is a need of a higher degree of the Sámi thematic in the curriculum.
According to international and national legislation, the Sámi people in Sweden have the right to self-determination; more specifically, they have the right to form their own education. Current compulsory education is guided by the national curricula, Lpo 11. Thus, the curricula heavily influence education in schools throughout the country. In this paper, a content analysis is performed to explore the Lpo 11 from an Indigenous perspective, and it scrutinizes if and how Sámi culture, values, traditions and knowledge are salient in the curricula. The results show that the Sámi thematic only has a minor place in the Lpo 11. Furthermore, there are no knowledge requirements including the Sámi thematic in the syllabi. In relation to expectations in international conventions and national legislation addressing Indigenous peoples and national minorities, there is a need of a higher degree of the Sámi thematic in the curriculum.
Cite this paper
Svonni, C. (2015) At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011. Creative Education, 6, 898-906. doi: 10.4236/ce.2015.69091.
Svonni, C. (2015) At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011. Creative Education, 6, 898-906. doi: 10.4236/ce.2015.69091.
References
[1] (1989). Indigenous and Tribal Peoples Convention, No. 169.
http://www.ohchr.org [2] Åhren, C. (2008). Är jag en riktig same? En etnologisk studie av unga samers identitetsarbete. Ph.D. Thesis, Umeå: Umeå University. [3] Amft, A. (2000). Sápmi I förändringens tid. En studie av svenska samers levnadsvillkor under 1900-talet ur ett genusoch etnicitetsperspektiv. Ph.D. Thesis, Umeå: Umeå University. [4] Anaya, S. J. (2004). Indigenous Peoples in International Law (2nd ed.). Oxford: Oxford University Press. [5] Bishop, R. (2003). Changing Power Relations in Education: Kaupapa Maori Messages for Main Stream É ducation in Aotearoa/New Zealand. Comparative Education, 39, 221-238.
http://dx.doi.org/10.1080/03050060302555 [6] Blind, E. (2006). Att förlora sitt språk. Att återta mitt språk. Åtgärder för att stärka det samiska språket. SOU, 19, Slutbetänkande från utredningen om finska och sydsamiska språken. [7] Bloom, B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbbok 1, Cognitive domain. New York: David McKay. [8] Cocq, C. (2014). Platsskapande och synliggörande in Kulturella perspektiv, Svensk etnologisk tidskrift. Umeå: Umeå Universitet, 5-12. [9] Convention on Biological Diversity.
http://www.cbd.int [10] Convention on the Rights of the Child.
http://www.ohchr.org [11] Framework Convention for the Protection of National Minorities. Council of Europe.
http://www.conventions.coe.int [12] International Covenant on Civil and Political Rights.
http://www.ohchr.org [13] Kalantzis, M., & Cope, B. (2012). New Learning: A Charter for Change in Education. Critical Studies in Education, 53, 83-94.
http://dx.doi.org/10.1080/17508487.2012.635669 [14] Kovach, M. (2009). Indigenous Methodologies. Characteristics, Conversations, and Context. Toronto: University of Toronto Press Inc. [15] Ledman, K. (2015). Historia för yrkesprogrammen. Innehåll och betydelse i policy och praktik. Ph.D. Thesis, Umeå: Umeå University. [16] Lpo 11 (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, Skolverket, Stockholm.
http://www.skolverket.se [17] Merey, S. (2012). Children Rights in Social Studies Curricula in Elementary Education: A Comparative Study. Educational Sciences: Theory & Practice, 3273-3284.
http://www.edam.com.tr/estp [18] Miranda, L. A. (2013). Introduction to Indigenous People’s Status and Rights under International Human Rights Law. In R. S. Abate, & E. A. Kronk (Eds.), Climate Change and Indigenous Peoples. The Search for Legal Remedies. Cheltenham: Edward Elgar Publishing Limited. [19] Omma, L. (2013). Ung same i Sverige—Livsvillkor, självvärdering och hälsa. Ph.D. Thesis, Umeå: Umeå Universtiy. [20] Parliamentary Resolution 1962 Regarding the Nomadic School (Prop. 1962:51 till Riksdagen ang. Nomadskolväsendets organisation, s.18; Statsutskottets utlåtande ang. Nomaskolväsendets organisation 1962:141 s.2, 10f; Protokoll ang. Nomadskolväsendets organisation FK:25 s.5ff; Protokoll AK:24 s.191ff). [21] Pikkarainen, H., & Brodin, B. (2008). Discrimination of National Minorities in the Education System. DO’s Report No. 2008:2, Stockholm: Ombudsmannen mot etnisk diskriminering.
http://www.do.se [22] Porsanger, J. (2010). Self-Determination and Indigenous Research: Capacity Building on Our Own Terms. Towards an Alternative Development Paradigm: Indigenous People’s Self Determination Development. Baguio City: Tebtebba Foundation. [23] Prop. 1989/90:107. Regeringens proposition om godkännande av FN-konventionen om barns rättigheter. [24] Rahman, K. (2013). Belonging and Learning to Belong in School: The Implications of the Hidden Curriculum for Indigenous Students. Discourse: Studies in the Cultural Politics of Education, 34, 660-672.
http://dx.doi.org/10.1080/01596306.2013.728362 [25] Rasheed, A. A. (2014). Inclusive Education in Nigeria—A Myth or Reality? Creative Education, 5, 1777-1781.
http://dx.doi.org/10.4236/ce.2014.520198 [26] Regeringsformen i Grundlagen (The Constitutions of Sweden). [27] Rico, B. (2013). Awakening Vision: Examining the Reconceptualization of Aboriginal Education in Canada via Kaupapa Maori praxis. Asia Pacific Journal of Education, 33, 380-393.
http://dx.doi.org/10.1080/02188791.2013.807775 [28] Sameskolstyrelesen. (Sámi school board).
http://www.sameskolstyrelsen.se [29] SFS 1938:479 Kungl. Maj:ts stadga angående nomadundervisningen. [30] SFS 2009:600 Språklagen (Language Act).
http://www.riksdagen.se [31] SFS 2009:724, Lag om nationella minoriteter och minoritetsspråk (The Act on National Minorities and Minority Language).
http://www.riksdagen.se [32] SFS 2010:800 Skollagen (Educational Act).
http://www.riksdagen.se [33] Smith, L. T. (2012). Decolonizing Methodologies. Research and Indigenous Peoples (2nd ed.). London & New York: Zed Books. [34] SÖ 2002:2 Sveriges internationella Överenskommelser, Ramkonvention om skydd för nationella minoriteter. [35] Tallberg, B. I., Rubenstein, R. L., & Hägerström, J. (2002). Likvärdighet i en skola för alla—Historisk bakgrund och kritisk granskning. Stockholm: Statens skolverk. [36] Utsi, P. M. (2007). Traditionell kunskap och sedvänjor inom den samiska kulturen—Relaterat till bevarande och hållbart nyttjande av biologisk mångfald. CBM:s skriftserie 18. Sametinget, Kiruna och Centrum för biologisk mångfald. Uppsala.
http://www.cbm.slu.se/publ/skrift18.pdf
[1] (1989). Indigenous and Tribal Peoples Convention, No. 169.
http://www.ohchr.org [2] Åhren, C. (2008). Är jag en riktig same? En etnologisk studie av unga samers identitetsarbete. Ph.D. Thesis, Umeå: Umeå University. [3] Amft, A. (2000). Sápmi I förändringens tid. En studie av svenska samers levnadsvillkor under 1900-talet ur ett genusoch etnicitetsperspektiv. Ph.D. Thesis, Umeå: Umeå University. [4] Anaya, S. J. (2004). Indigenous Peoples in International Law (2nd ed.). Oxford: Oxford University Press. [5] Bishop, R. (2003). Changing Power Relations in Education: Kaupapa Maori Messages for Main Stream É ducation in Aotearoa/New Zealand. Comparative Education, 39, 221-238.
http://dx.doi.org/10.1080/03050060302555 [6] Blind, E. (2006). Att förlora sitt språk. Att återta mitt språk. Åtgärder för att stärka det samiska språket. SOU, 19, Slutbetänkande från utredningen om finska och sydsamiska språken. [7] Bloom, B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbbok 1, Cognitive domain. New York: David McKay. [8] Cocq, C. (2014). Platsskapande och synliggörande in Kulturella perspektiv, Svensk etnologisk tidskrift. Umeå: Umeå Universitet, 5-12. [9] Convention on Biological Diversity.
http://www.cbd.int [10] Convention on the Rights of the Child.
http://www.ohchr.org [11] Framework Convention for the Protection of National Minorities. Council of Europe.
http://www.conventions.coe.int [12] International Covenant on Civil and Political Rights.
http://www.ohchr.org [13] Kalantzis, M., & Cope, B. (2012). New Learning: A Charter for Change in Education. Critical Studies in Education, 53, 83-94.
http://dx.doi.org/10.1080/17508487.2012.635669 [14] Kovach, M. (2009). Indigenous Methodologies. Characteristics, Conversations, and Context. Toronto: University of Toronto Press Inc. [15] Ledman, K. (2015). Historia för yrkesprogrammen. Innehåll och betydelse i policy och praktik. Ph.D. Thesis, Umeå: Umeå University. [16] Lpo 11 (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, Skolverket, Stockholm.
http://www.skolverket.se [17] Merey, S. (2012). Children Rights in Social Studies Curricula in Elementary Education: A Comparative Study. Educational Sciences: Theory & Practice, 3273-3284.
http://www.edam.com.tr/estp [18] Miranda, L. A. (2013). Introduction to Indigenous People’s Status and Rights under International Human Rights Law. In R. S. Abate, & E. A. Kronk (Eds.), Climate Change and Indigenous Peoples. The Search for Legal Remedies. Cheltenham: Edward Elgar Publishing Limited. [19] Omma, L. (2013). Ung same i Sverige—Livsvillkor, självvärdering och hälsa. Ph.D. Thesis, Umeå: Umeå Universtiy. [20] Parliamentary Resolution 1962 Regarding the Nomadic School (Prop. 1962:51 till Riksdagen ang. Nomadskolväsendets organisation, s.18; Statsutskottets utlåtande ang. Nomaskolväsendets organisation 1962:141 s.2, 10f; Protokoll ang. Nomadskolväsendets organisation FK:25 s.5ff; Protokoll AK:24 s.191ff). [21] Pikkarainen, H., & Brodin, B. (2008). Discrimination of National Minorities in the Education System. DO’s Report No. 2008:2, Stockholm: Ombudsmannen mot etnisk diskriminering.
http://www.do.se [22] Porsanger, J. (2010). Self-Determination and Indigenous Research: Capacity Building on Our Own Terms. Towards an Alternative Development Paradigm: Indigenous People’s Self Determination Development. Baguio City: Tebtebba Foundation. [23] Prop. 1989/90:107. Regeringens proposition om godkännande av FN-konventionen om barns rättigheter. [24] Rahman, K. (2013). Belonging and Learning to Belong in School: The Implications of the Hidden Curriculum for Indigenous Students. Discourse: Studies in the Cultural Politics of Education, 34, 660-672.
http://dx.doi.org/10.1080/01596306.2013.728362 [25] Rasheed, A. A. (2014). Inclusive Education in Nigeria—A Myth or Reality? Creative Education, 5, 1777-1781.
http://dx.doi.org/10.4236/ce.2014.520198 [26] Regeringsformen i Grundlagen (The Constitutions of Sweden). [27] Rico, B. (2013). Awakening Vision: Examining the Reconceptualization of Aboriginal Education in Canada via Kaupapa Maori praxis. Asia Pacific Journal of Education, 33, 380-393.
http://dx.doi.org/10.1080/02188791.2013.807775 [28] Sameskolstyrelesen. (Sámi school board).
http://www.sameskolstyrelsen.se [29] SFS 1938:479 Kungl. Maj:ts stadga angående nomadundervisningen. [30] SFS 2009:600 Språklagen (Language Act).
http://www.riksdagen.se [31] SFS 2009:724, Lag om nationella minoriteter och minoritetsspråk (The Act on National Minorities and Minority Language).
http://www.riksdagen.se [32] SFS 2010:800 Skollagen (Educational Act).
http://www.riksdagen.se [33] Smith, L. T. (2012). Decolonizing Methodologies. Research and Indigenous Peoples (2nd ed.). London & New York: Zed Books. [34] SÖ 2002:2 Sveriges internationella Överenskommelser, Ramkonvention om skydd för nationella minoriteter. [35] Tallberg, B. I., Rubenstein, R. L., & Hägerström, J. (2002). Likvärdighet i en skola för alla—Historisk bakgrund och kritisk granskning. Stockholm: Statens skolverk. [36] Utsi, P. M. (2007). Traditionell kunskap och sedvänjor inom den samiska kulturen—Relaterat till bevarande och hållbart nyttjande av biologisk mångfald. CBM:s skriftserie 18. Sametinget, Kiruna och Centrum för biologisk mångfald. Uppsala.
http://www.cbm.slu.se/publ/skrift18.pdf