Description
This book provides a comprehensive overview of Smi education in a historical and internationally comparative perspective. Despite the cross-national character of the Smi population, academic literature on Smi education has so far been published within the different nation states in the Smi area, and rarely in English. Exploring indigenous educational history around the world, this collection spans from Asia to Oceania to Spmi and the Americas. The chapters frame Smi school history within an international context of indigenous and minority education. In doing so, two narrative threads are established: both traditional history of education, and perspectives on the decolonisation of education. This pioneering book will appeal to students and scholars of Smi education, as well as indigenous education around the world. Otso Kortekangas teaches Smi history at Stockholm University, Sweden. He is also Researcher at the KTH Royal Institute of Technology, Sweden. Pigga Keskitalo is Associate Professor at Smi University of Applied Sciences, Norway and Title of Docent at the University of Helsinki, Finland. She is also a part-time University Researcher at the University of Lapland, Finland. Jukka Nyyssnen is Researcher at UiT – The Arctic University of Norway. Andrej Kotljarchuk is Senior Researcher at the Institute of Contemporary History, Sdertrn University, Sweden. Merja Paksuniemi is Senior Lecturer at the Faculty of Education, University of Lapland, Finland. David Sjgren is Senior Lecturer and Director of Studies at the Department of Education, Uppsala University, Sweden. Chapter 1. Introduction; Otso Kortekangas, Pigga Keskitalo, Jukka Nyyssnen, Andrej Kotljarchuk, David Sjgren and Merja Paksuniemi.- Chapter 2. Smi 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 Smi school history in Finland. Assimilation and empowerment; Jukka Nyyssnen.- Chapter 5. Indigenous people, vulnerability and the security dilemma. Smi 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 Smi children’s right to learn Smi in the Russian school context; Ekaterina Zmyvalova and Hanna Outakosi.- Chapter 8. Smi issues in Norwegian curricula. An historical overview; Torjer A. Olsen.- Chapter 9. The history of the Smi 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 Smi 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 Apurin lands; Pirjo Kristiina Virtanen and Francisco Apurin de Moura Cndido.- Chapter 15. Revitalization of oral history in Wixrika 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 Smi education yesterday, today and tomorrow; Otso Kortekangas.
