Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks.

Autor/in	Gregers Eriksen, Kristin
Titel	Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks.
Quelle	In: Journal of social science education, 17 (2018) 2, S. 57-67Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-875
Schlagwörter	Empirische Untersuchung; Inhaltsanalyse; Grundschule; Schulbuch; Demokratie; Nationalbewusstsein; Politische Bildung; Sozialwissenschaftlicher Unterricht; Sachunterricht; Integration; Narration; Minderheit; Same; Norwegen
Abstract	The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multiculturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2020/3