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Cultural knowledge in school curriculum in practice: decolonizing processes and school development at Sámi Schools in Sweden
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2009 (English)In: WIPCE 2008: conference proceedings, Melbourne: Victorian Aboriginal Education Association , 2009Conference paper, Published paper (Refereed)
Abstract [en]

This article highlights some perspectives in Sámi Schools concerning development of culturally based school curriculum. The research approach explores the view that education is not a neutral enterprise and the study analyses how teachers, parents and pupils develop a culturally based curriculum in practice for Sámi schools. Cultural sensitivity is considered limited in the curriculum as well as cultural knowledge and cooperation among home, school and community culture. Cultural knowledge was integrated in school practice and the notions of difference and power became more visible in the pedagogical practice during this project. Decolonizing pedagogies were used to highlight cultural knowledge and to implement new practices.

Place, publisher, year, edition, pages
Melbourne: Victorian Aboriginal Education Association , 2009.
Keyword [en]
Social sciences - Education
Keyword [sv]
Socialvetenskap - Pedagogik
National Category
Research subject
URN: urn:nbn:se:ltu:diva-35015Local ID: 960b99e0-fc0d-11dd-9fef-000ea68e967bOAI: diva2:1008267
World Indigenous Peoples' Conference on Education : 07/12/2008 - 11/12/2008
Godkänd; 2009; Bibliografisk uppgift: CD-ROM; 20090216 (biem)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

Open Access in DiVA

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