Suchergebnisse

Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a "white book"), educational history has come to play a vital part. The present article uses the Church of Sweden's White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article's overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research. ; Special Issue: History of Education

Chapter 1. Introduction; Otso Kortekangas, Pigga Keskitalo, Jukka Nyyssönen, Andrej Kotljarchuk, David Sjögren and Merja Paksuniemi -- Chapter 2. Sámi schools, female enrolment and the teaching trade. Sami women's involvement in education in early modern Sweden; Daniel Lindmark -- Chapter 3. Out of the "pagan darkness". Christian education in Finnish Lapland; Ritva Kylli -- Chapter 4. Narratives of Sámi school history in Finland. Assimilation and empowerment; Jukka Nyyssönen -- Chapter 5. Indigenous people, vulnerability and the security dilemma. Sámi school education on the Kola Peninsula, 1917-1991; Andrej Kotljarchuk -- Chapter 6. Boarding schools in Soviet Lapland: The perspective of former pupils; Lukas Allemann -- Chapter 7. The development of Sámi children's right to learn Sámi in the Russian school context; Ekaterina Zmyvalova and Hanna Outakosi -- Chapter 8. Sámi issues in Norwegian curricula. An historical overview; Torjer A. Olsen -- Chapter 9. The history of the Sámi upper secondary school in Guovdageaidnu: Language policy development; Inker-Anni Linkola-Aikio -- Chapter 10. Christian morality and enlightenment to the natural child: Third-sector education in a children's home in Northern Finland (1907-1947); Merja Paksuniemi and Pigga Keskitalo -- Chapter 11. History of early childhood education in the Sámi language in Finland; Marikaisa Laiti -- Chapter 12. A historical perspective of indigenous education policy in Japan: The case of Ainu schools; Yoko Tanabe -- Chapter 13. Indigenous in Japan? The reluctance of the Japanese state to acknowledge indigenous peoples and their need for education; Madoka Hammine -- Chapter 14. School histories in Amazonia: Education and schooling in Apurinã lands; Pirjo Kristiina Virtanen and Francisco Apurinã de Moura Cândido -- Chapter 15. Revitalization of oral history in Wixárika community-based schools and museum: Working towards decolonization of art-education among the Indigenous peoples of Mexico; Lea Kantonen -- Chapter 16. A community of Ako, 1987-1995: Teaching and learning in the ELTU and Po Ako, Auckland, Aotearoa NZ; Mere Kepa -- Chapter 17. Education for assimilation: A brief history of Aboriginal education in Western Australia; Elizabeth Jackson-Barrett and Libby Lee-Hammond -- Chapter 17. Conclusion: Promising prospects: Reflections on research on Sámi education yesterday, today and tomorrow; Otso Kortekangas