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Helge Sandøy (ed.), Sine Halkjelsvik Bjordal & Stig Rognes (editorial secretaries), Norsk språkhistorie, volume 1, Mønster, Oslo: Novus Forlag 2016, ISBN 978-82-7099-847-0, 681 pp.
No full textNuna: Naming the Inuit land, imagining indigenous community
Get PDFThe Inuit land is often known through Western phrasings such as the “Arctic” or the “Great North.” In this article, based on an extensive review of literature, I focus on the name the Inuit give to their own land, which is one of the only words common to all Inuit dialects: nuna. Studying the word’s meaning casts light on a peculiar indigenous territoriality, and on the centrality of environment in Inuit ways of life and holism thinking. The Inuit conceptualize their inhabiting of the circumpolar region in a way radically opposed to Western narratives of wilderness or wasteland.
In the late twentieth century, nuna was turned into a key component of identity politics. Inuit peoples linguistically reappropriated their lands, in parallel with formal land claims and the recognition of Inuit self-governed territories. Nuna is at the core of these processes, as the concept justifies the claims for recognition of vernacular toponyms, and the vocable itself was included in the names of Inuit regions. Nuna as an indigenous political banner helps understanding the imagination of Inuit political communities, emerging from a dialectical co-construction of identities and territories mediated through the linguistics of place
Review (Swedish): Fredrik Bertilsson, Frihetstida policyskapande: Uppfostringskommissionen och de akademiska konstitutionerna 1738–1766
No full textReview (Swedish): Tobias Dalberg, Mot lärdomens topp: Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbana under 1900-talets första hälft
No full textGradual Changes to Discipline: A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act
Get PDFPunishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter
Birgit Eggert & Rikke S. Olesen (& Bent Jørgensen) (eds.), Navne og skel. Skellet mellem navne. Rapport fra Den femtende nordiske navneforskerkongres på Askov Højskole 6.–9. juni 2012, volume 2
No full textReview of: Birgit Eggert & Rikke S. Olesen (& Bent Jørgensen) (eds.), Navne og skel. Skellet mellem navne. Rapport fra Den femtende nordiske navneforskerkongres på Askov Højskole 6.–9. juni 2012, volume 2, Uppsala: NORNA 2015 (NORNA-rapporter 91), ISSN 0346-6728; ISBN 978-91-7276-091-2, 261 pp
Mats-Olov Olsson (editor-in-chief), Fredrick Backman, Alexey Golubev, Björn Nilsson & Lars Ohlsson (co-editors), Lars Elenius (assistant and graphics editor), Encyclopedia of the Barents Region
No full textReview of: Mats-Olov Olsson (editor-in-chief), Fredrick Backman, Alexey Golubev, Björn Nilsson & Lars Ohlsson (co-editors), Lars Elenius (assistant and graphics editor), Encyclopedia of the Barents Region, Oslo: Pax Forlag 2016, ISBN 978-82-530-387-5, Vol. 1 (A–M), 559 pp.; Vol 2 (N–Y), 593 pp
Sami Sieidis in a Nordic Context?
Get PDFIn the present article, the author discusses two Old Norse texts that may indicate that the Sami cult of sieidis had spread to the neighbouring Old Norse culture in the period before the Christianization of Norway. One of these texts is found in the Older Eiðsifaþing law, the law of the inland part of Eastern Norway. According to this law, it was prohibited to believe in (the power of) the finnar (Sami), and among their powerful objects, rót (the root of a tree) is mentioned. This root is in all likelihood a Sami sieidi that was sought out by Norwegians for help, probably for medical reasons. The other text is a notice in the Icelandic Landnámabók in which it is mentioned that a settler from Northern Norway worshipped some stones in the outfields on the border of his settlement, called Gunnsteinar. There are closer parallels to this outfields cult in Sami culture than in Old Norse culture
Tidlige skoleforbindelser: Svensk-norsk ideutveksling på skolens område rundt midten av det 19. århundre og dannelsen av tekstkulturer over kjølen
Get PDFEarly School Connections: Swedish-Norwegian Exchange of Ideas and the Formation of Textual Cultures Across the Border in the Mid-Nineteenth CenturyWhen it comes to the development of school and education between 1814 and 1905, the relation between Norway and Sweden has only been superficially subject to previous research, even though sources can verify contact and transfer of ideas already as early as in the beginning of the 1850’s. In this article, I will argue that Norway and Sweden are connected in common textual cultures, which gives a distinctive direction for the development of the school in the following decades. A textual culture refers to the material processes and ideological formations surrounding the production, transmission, reception, and regulation of texts. It studies the interaction between these processes and formations in order to show how texts get made and how they are understood. The textual cultures will here be studied on the background of Hartvig Nissen’s articles in the newspaper Morgenbladet in 1855, as well as a discussion between the school periodicals Almueskoletidende og Den Norske Folkeskole in 1861
Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists
Get PDFHistorically, numerous contextual factors have influenced the practice of differentiating students. Scholars and practitioners consider it a context-sensitive practice subject to negotiations and entanglements among various agents, groups, interests, ideas, and values. Drawing on Foucault, this article pursues the practices, negotiations, and entanglements surrounding differentiation processes and IQ testing’s use in the early Danish welfare state. We argue that the differentiating practice of IQ testing in the Danish educational system resulted from various factors, including the increasing professionalisation of the educational system. This practice entailed an increased division of labour among professional groups; debates reflecting differing ideas about eugenics, heredity, and social equality; the schooling of psychologists and psychiatrists in Denmark; and the development of psychology and psychiatry as academic disciplines. In that sense, we will demonstrate that changes in society’s understanding of intelligence incorporating a greater use of environmental explanations can be said to reflect the emerging welfare society’s security mechanisms, and a willingness to cope with and address social inequality in an evolving and supposedly universalistic Danish welfare state