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Tittel:‘I know the world in two languages’: Sámi multilingual citizenship in textbooks for the school subject Norwegian between 1997 and 2020
Ansvar:Åse Mette Johansen, Elin Furu Markusson
Forfatter:Johansen, Åse Mette / Markusson, Elin Furu
Materialtype:Bokkapittel
Utgitt:Oslo : Universitetsforlaget, 2022
Omfang:S. 173–194
ISBN/ISSN:9788215053424
Emneord:Grunnskolen / Samer / Samisk språk / Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon
Geografiske emneord:Norge
Note:Open access: Creative Commons CC BY 4.0 licence.
Innhold:Abstract
This article presents how Sámi multilingual citizenship is represented in four textbooks for the school subject Norwegian in junior high school (school years 8–10). The books were published between 1997 and 2020. Based on insights from critical discourse analysis as well as research on language ideologies and multilingual citizenship, the study shows how textbooks gradually present a more detailed and nuanced picture of Sámi languages, which also to a certain extent integrates Sámi perspectives.

Keywords: Sámi, textbook analysis, multilingualism, multilingual citizenship, Indigenisation
Del av verk:Indigenising education and citizenship
Forlagets omtale: This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship.
The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia.
Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and
international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
Omtale levert av Den norske Bokdatabasen®

Ekstern:Oppslag i Oria
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