![]() In relation to expectations in international conventions and national legislation addressing Indigenous peoples and national minorities, there is a need of a higher degree of the Sámi thematic in the curriculum. Furthermore, there are no knowledge requirements including the Sámi thematic in the syllabi. The results show that the Sámi thematic only has a minor place in the Lpo 11. In this paper, a content analysis is performed to explore the Lpo 11 from an Indigenous perspective, and it scrutinizes if and how Sámi culture, values, traditions and knowledge are salient in the curricula. Thus, the curricula heavily influence education in schools throughout the country. Current compulsory education is guided by the national curricula, Lpo 11. London & New York: Zed Books.Īt the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011Ĭurricula, Education, Indigenous Peoples, Sámi PeopleĪBSTRACT: According to international and national legislation, the Sámi people in Sweden have the right to self-determination more specifically, they have the right to form their own education. Research and Indigenous Peoples (2nd ed.). This publication is part of the series Te Takarangi: Celebrating Māori publications - a sample list of 150 non-fiction books produced by a partnership between Royal Society Te Apārangi and Ngā Pae o te Māramatanga.Smith, L. Smith advocates the value of research for indigenous peoples and the need to retrieve spaces of marginalisation as spaces from which to develop indigenous research agendas. This part focuses on setting an agenda for indigenous research and addresses some of the issues that continue to be discussed amongst indigenous communities. ![]() The second part of the book is targeted at indigenous researchers and those working with, alongside and for indigenous communities. Smith describes this as “research through imperial eyes”. Their stories became accepted as universal truths, marginalising the stories of the Other. ![]() Under this Western paradigm, colonisers, adventurers and travellers researched the indigenous Other through their “objective” and “neutral” gaze. In the first part of the book, Smith deconstructs the assumptions, motivations and values that inform Western research practices through exploring the Enlightenment and Positivist traditions in which Western research is viewed as a scientific, “objective” process. The second part focuses on setting a new agenda for indigenous research. The first part discusses the history of Western research and critiques the cultural assumptions behind research by the dominant colonial culture. ![]() According to Smith, “decolonization” is concerned with having “a more critical understanding of the underlying assumptions, motivations and values that inform research practices”.ĭecolonizing Methodologies is divided into two parts. The study of cinema is gaining ground in academic circles and it is high time that such an important and influential cultural product as the film, should be scrutinized in a method-ological and scholarly fashion. Smith challenges traditional Western ways of knowing and researching and calls for the “decolonization” of methodologies, and for a new agenda of indigenous research. Professor Linda Tuhiwai Smith’s (Ngāti Awa, Ngāti Porou) essential text Decolonizing Methodologies is an extensive critique of Western paradigms of research and knowledge. Research and Indigenous Peoples London, UK: Zed Books, 1999 (and Otago University Press). ![]()
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