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dc.contributor.advisorSollid, Hilde
dc.contributor.authorvan der Voet, Paulette
dc.date.accessioned2019-07-02T14:07:12Z
dc.date.available2019-07-02T14:07:12Z
dc.date.issued2019-05-14
dc.description.abstractThis thesis aims to examine the different language education policies Sami children in Norway are exposed to through their educational career, from kindergarten to upper secondary school. The education system plays a crucial role in the revitalisation of the Indigenous Sami languages and revitalisation efforts are reflected in the current curricula. By using critical discourse analysis, the policy documents relevant for Sami language education are analysed. More specified, the data consists of the parts relevant to the Sami languages of the framework plan for kindergartens, the Norwegian national curriculum and the Sami curriculum. This is done on the basis of two research questions. The first question is how the possibilities to learn and use Sami in kindergarten and school are regulated. The second question is which language ideologies about the Sami languages are reflected in these documents. Three factors played an important role in the regulation of the possibilities to learn and use Sami in kindergarten and school. The first factor is the geographical dimension of the administrative area for the Sami language which on one hand contributes to strengthening the Sami languages inside it, but on the other hand, gives less opportunities to learn and use Sami in kindergarten and school to children living outside of the area. The second factor are different discourses about the importance of Sami language education in the framework plan and the curricula. Where the framework plan approaches Sami language education from the interest of the child, the curricula focus on the importance for the revitalisation of the languages. The third factor functional bilingualism representing both a means and a goal for Sami language revitalisation in the curricula. Functional bilingualism is not further defined in the curricula, which allow teachers to adjust their teaching to the individual child. Summarising, children potentially following Sami language education in Norway are a diverse group in many different ways and it is important that the curricula leave space for adjusting language education to this diversity.en_US
dc.identifier.urihttps://hdl.handle.net/10037/15655
dc.language.isoengen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2019 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDIND-3904
dc.subjectIndigenous Studiesen_US
dc.subjectLanguage policy and planningen_US
dc.subjectlanguage revitalisationen_US
dc.subjectSamien_US
dc.subjectCultural interfaceen_US
dc.subjectcurriculum analysisen_US
dc.subjectcritical discourse analysisen_US
dc.subjectVDP::Social science: 200::Social anthropology: 250en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Sosialantropologi: 250en_US
dc.titleRevitalisation through Sami language education. A critical discourse analysis of the curricula from kindergarten to upper secondary school in Norwayen_US
dc.typeMaster thesisen_US
dc.typeMastergradsoppgaveen_US


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)