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Writing Sami school history - some results and experiences Lecture UiT, 02.04.2014

Writing Sami school history - some results and experiences Lecture UiT, 02.04.2014. The aim of the project Sami school history. To document the Government's school politics towards the Sami, the Sami's experiences in school and the work to establish a Sami school.

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Writing Sami school history - some results and experiences Lecture UiT, 02.04.2014

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  1. Writing Sami school history - some results and experiences Lecture UiT, 02.04.2014

  2. The aim of the project Sami school history To document the Government's school politics towards the Sami, the Sami's experiences in school and the work to establish a Sami school. – On the local-, national- and all-Sami - level – Through all times – The politically established curriculum, the carried out curriculum, the experienced curriculum "Research should be for the benefit of the people being researched" – Make the basis to improve the education for Sami pupils and the information about the Sami Part of school research and development for indigenous populations and minorities

  3. Who are behind this? The publishing house Davvi Girji The editors (4) Writers Narrators Translators Proofreaders Photographers Other helpers Alltogether several houndreds of people

  4. Sources of Sami school history • Books, periodicals and newspapers • Public and private archives • Narrations of former pupils, teachers and parents • Photo • Film and sound recordings

  5. Sami school history 2 (2007) • The reindeer husbandry school and Sami secondary schools • Stories from primary school in Tana, Sør-Varanger, Karasjok, Nordkapp, Loppa, Nordreisa, Kåfjord and Tysfjord • From Sami education council, director of schools and the ministry

  6. Sami school history 3 (2009) • Kindergartens: Nesseby, Tana, Karasjok, Tromsø, Skånland, Tysfjord, Snåsa and Oslo • Primary school: Máze, Lebesby, Kvalsund, Hasvik, Lavangen • About the language situation

  7. Sami school history 4(2010) • Documents pro and contra norwegianization, 1750-1935 • Primary school: Tana, Nesseby, Hammerfest, Måsøy, Beiarn, Gildeskål, Engerdal • Special needs education (Blind, deaf, disabled and "difficult" pupils)

  8. Sami school history 5 (2011) Curriculums and struggles about curriculums Secondary schools: Karasjok, Kautokeino, Kirkenes, Nordreisa, Hamarøy Primary school: Gamvik, Porsanger, Kautokeino, Skånland, Narvik, Ballangen, Grane, Hattfjelldal and Snåsa War and reconstruction

  9. Sami school history 6(2013) College, university Primary school (for instance Alta, Tromsø, Lule Sami, Oslo) Language centres Folk high school Distance education Teachers' organizations

  10. http://skuvla.info Project presentation in 7 languages (Sá, No, Se, Fi, En, Ru, Pl) All the text and photos from the books 240 additional articles 36 newspaper articles in 3 languages Litterature list List of teaching materials Lectures ++

  11. The first education in Sami • The first schools for Sami were established in Sweden in the 17th century • From 1716 mission – Thomas v. Westen – missionaries and teachers taught in Sami language • From then on there have been struggles concerning the language of teaching. In some periods the school was supposed to be in Sami and text books in Sami language were made • 1826 – the first teacher's college – Sami language as a subject

  12. The politics of norwegianization wins • In 1851 the Storting decided to gradually change the language of teaching from Sami to Norwegian. • “Finnefondet” (Lapp foundation) • “Transitional areas” • Language instructions • The teacher's college quit offering education in Sami language • 1902: Separate director of schools in Finnmark.

  13. The boarding school era Around 1900 the government decided to build boarding schools around Finnmark The first governmental boarding schools in Sør-Varanger and Guovdageaidnu 21 governmental boarding schools and 28 municipal boarding schools in Finnmark 1940 In Norwegian language and a Norwegian cultural environment

  14. Resistance • Most people in the Norwegian society supported the politics of norwegianizing, but there were a few exceptions • Among the protesters were: • A few priests, Norwegian teachers, the Sami mission • A few Norwegian politicians • Sami teachers (Anders Larsen, Isak Saba, Henrik Kvandahl) • Sami parents • Sami newspapers and organizations

  15. Times change • 1948: The coordination committee of the school system: The politics towards the Sami has been wrong • 1951: Bilingual ABC (still only an auxillary language) • 1959 education act: A principal change: Sami can be used as language of teaching • 1967: Sami langauge initial training • 1972: Sami as 2. language • 1985: Sami as the language of teaching throughout primary school

  16. Sami school? • 1976: Sami education council • 1987, 1997, 2006: Sami curriculums • 1989: Sami university college • 2000: Sami education governed by the Sami parliament • More than 2000 pupils studied in Sami in Norway, the number is now decreasing

  17. The missioning epoch The main purpose of the teaching: Salvation The most important subject in the school: Christianity Separate schooling for Sami people 1715-1808 Teaching in Sami to a certain extent Many Sami learned to read and write in the Sami language Struggle between the mission and the church leadership

  18. The norwegianizing epoch Main purpose of the teaching: Linguistic and cultural assimilation The most important subject in school: Norwegian Sami language prohibited or auxillary language in special circumstances Boarding school: Norwegian language environment, interrupted contact to Sami culture Resistance: Parents, teachers, people of the church Ideological influence: Sami people lost the faith in their own lanuage and culture

  19. The acceptance epoch Main purpose of the teaching: Knowledge to everybody Sami language a pedagoical tool Gradually: Sami language and culture as intristic value Sami language for the ones with Sami as mother tongue Sami as second language for Norwegians in areas with Sami language Resistance: Many wished to continue the norwegianizing

  20. The revitalization epoch Purpose: To reverse the norwegianizing Sami second language for Sami pupils in areas of Norwegian language The pupils should be functionally bilingual and users of Sami language Language centres, language nests etc. Reality or dream?

  21. Results of the norwegianizing • Sami speakers more than 40-50 years old are not able to write in their mother tongue • Almost all Sami parents in South- and Lule Sami areas, in Troms and coastal-Finnmark spoke Norwegian to their children • Now about 75% of the Sami are not able to speak Sami • About 50% of those who speak Sami speak another language better • Many do not want to be Sami anymore

  22. Shortages – Within the scope of the book project: Articles, memories and documents from school life in the Norwegian part of Sápmi Insufficient are still some: Districts Kinds of schools Course of studies and subjects Perspectives (who narrates) Epochs Special themes

  23. Shortages – Outside the scope of the book project Similar documentation from other countries History of teaching aids Research Chronological history Archives, libraries and museums Other media The big world

  24. Common-Sami Sweden Umeå university The Swedish church Editors: Some memories from school Finland Editors: Gathered ca. 15 research articles + a few memories from school Russia Sami teachers Murmansk hum. university

  25. History of teaching aids Teaching aids in connection to the aims of the school and the curriculums. A. Teaching aids for Sami pupils – Sami(first-, second- or foreign language) – in Sami or bilingual (all subjects) – following the Sami curriculum (independent of language) – official language for Sami pupils B. Content about the Sami people on the national level. (UiT)

  26. Research 2005DavviGirji invited research institutions 2009 Sámi University College: report on possible research. 2011 Announcement of preliminary project for doctorate 2012 Umeå university and UiT are planning research projects A general research program does not exist. There's a lack of cooperation

  27. Other media – Book for children and youth. – Webpages in other languages. – Articles in newspapers and periodicals – Fiction based on the school history – Film. – Lectures in schools and other forums. – ???

  28. Chronological history – The basis must be documentation and research. Need to see structure and general lines before one can begin writing. – Should be common-Sami school history, which can compare the situation in 4 countries. Long-term perspectives.

  29. The big world – 1 Sami school history a part of the school history of indegenous peoples and minorities. Contact: – 1950-/60's teachers from Sápmi visiting American indigenous people and Frisland – After 2000: Sami school- and language people visited Wales, Ireland, Scotland, Euskadi. – Poland and Lithuania. – WINHEC – Minority students and school people visited Sami schools – UiT: Indigenous Studies

  30. The big world – 2 What can be done: – Litterature list on minority education – Internationalize our webpage – Conference on indigenous peoples Nesw York. – 2016 Donostia, Euskadi European cultural capital – gather European minorities. – ???

  31. How to continue the work? Who will contribute? Institutions Researchers, students Writers Translators How to organize? National level Common-Sami level A separate institution or part of other institution(s)? Who will pay?

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