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Review (Swedish): Nina Volckmar (red.), Utdanningshistorie: Grunnskolen som samfunns- integrerende institusjon
No full textPlace-Name Loaning Patterns as Cultural Survival Strategies in Sami Contexts
Get PDFThis paper discusses the place-name loaning patterns of one South Sami and one Inari Sami community that have plenty of parallel names in their area. The time span studied reaches from the end of the nineteenth century to the middle of the twentieth century. The loaning and borrowing processes are analyzed and interpreted in a thoroughly studied cultural context. The author claims that the differences in loaning reflects different strategies that aim to secure the existence of minority language and culture, and that the place-names have been used as means of manifesting one’s cultural ownership to the land. The most important results based on the quality and distribution of the parallel names in the South Sami area reflects the existence of two separate name systems and a protective purist strategy toward outsiders. In the Inari Sami area the results indicate that the local Sami community has an open and pedagogical strategy towards outsiders and because of this they have shared the language-cultural code to the Finns. The author has been inspired in her study by the ideas presented in the field of ecological linguistics and cultural onomastics. This paper is based on the results of the author’s doctoral dissertation
A Great Inspiration to Us All: Special Issue in Honour of Professor Håkan Rydving’s 65th Anniversary
Get PDFErnst Håkon Jahr, Språkplanlegging og språkstrid. Utsyn over norsk språkhistorie etter 1814, Oslo: Novus Forlag 2015, ISBN 978-82-7099-821-0, 157 pp.
No full textReview (Danish): Peter Bernhardsson, I privat och offentligt: Undervisningen i moderna språk i Stockholm 1800–1880
No full textNarratives of Sámi School History in Finland: The Histories of Assimilation Made Visible
Get PDFThis article analyses narratives that have been produced about the Sámi school experience in Finland. The sources consist of studies in Sámi school history and history of education in Finland, as well as in pedagogical studies made since the 1980s, comparing the narratives found in each case. The narrative of assimilation dominates the field for good, historically verifiable reasons. This genre of studies is contextualised and discussed in relation to the national development of Sámi tuition, the Sámi movement and international studies of history of education. The late emergence of this genre in Finland is evident in the approaches to bringing these affecting and usable histories to light, while the multiplicity of the historical voices in this field is only now emerging
Review (Swedish): Germund Larsson, Förbrytelser och förvisningar: Bestraffningssystemet i de svenska läroverken 1905–1961
No full textFabricating and Governing the Swedish School Pupil: The Swedish Post-War School Reform and Changing Discourses of Discipline and Behaviour
Get PDFThis article examines the dominant discourses of behaviour and discipline in the debate on schooling and the conduct of school pupils in Swedish professional teacher journals between 1946 and 1962, the formative years of the Swedish comprehensive school. Drawing from the theoretical framework of discourse, governmentality and the fabrication of the subject developed by Michel Foucault, the fabrication and governing of the school pupil is highlighted and analysed. The findings of the study are related to historical research of the period as well as Foucauldian studies where a historical shift of perspectives on discipline and behaviour in the school have been proposed. The result is a detailed analysis of the fabrication and governing of the subject within the dominant discourses of behaviour and discipline during the period, as well as a critical nuancing of the idea of this historical shift
Understanding Pupil Violence: Bullying Theory as Technoscience in Sweden and Norway
Get PDFAround 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience
