"Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making"

Autor/in	Ekeland, Torun Granstrøm
Titel	"Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making"
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 3, S.319-332 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1147067
Schlagwörter	Minority Groups; Textbook Content; Content Analysis; Archaeology; Elementary School Students; Foreign Countries; Correlation; History; Ethnic Groups; Futures (of Society); Foreign Policy; Cultural Background; Ethnography; Norway + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Lehrbuchtext; Inhaltsanalyse; Archäologie; Ausland; Korrelation; Geschichte; Geschichtsdarstellung; Ethnie; Future; Society; Zukunft; Außenpolitik; Ethnografie; Norwegen
Abstract	The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and heterogeneity. Postcolonial theory turns the narrative into an object of analysis. The findings show that the Sámi material remains are outside the system of cultural change and that the temporal and spatial distances produce binary and homogeneous cultures. New material perspectives can intervene in singular performativity. Learning to enact dynamic material heterogeneity may affect the future of pupils' participation in cultural negotiations of pastsin present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01