scholarly journals ‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 448
Author(s):  
Bengt-Ove Andreassen ◽  
Torjer A. Olsen
Keyword(s):  
Secondary School ◽  
Indigenous People ◽  
Religious Education ◽  
Educational System ◽  
School System ◽  
Norwegian School ◽  
Indigenous Religions ◽  
Primary And Secondary School

In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. ‘Circumpolar indigenous people’s religion’ is a concept and a category that is primarily found within the Sámi curriculum of Norway’s educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.

Responsibilising the next generation: Fostering the enterprising self through de-mobilising gender

Organization ◽  
2017 ◽  
Vol 24 (6) ◽  
pp. 892-915 ◽  
Author(s):  
Karin Berglund ◽  
Monica Lindgren ◽  
Johann Packendorff
Keyword(s):  
Secondary School ◽  
School System ◽  
Subject Position ◽  
Next Generation ◽  
Recent Introduction ◽  
Gender Neutral ◽  
Enterprising Self ◽  
Life Itself ◽  
Swedish School ◽  
Primary And Secondary School

In this article, our interest is in what subjectivities are fostered among schoolchildren through the recent introduction of entrepreneurship initiatives in primary and secondary school. The educational terrain is but one example where entrepreneurship has been discursively transformed during recent decades from the notion of starting businesses into a general approach to life itself in the advancement of neoliberal societies. The inherently elitist and excluding position of the entrepreneurial subject is now offered to all and sundry. While entrepreneurship pedagogy is explicitly intended to be gender neutral and inclusive of all such identities traditionally suppressed in the entrepreneurship discourse, we ask what kind of enterprising selves are mobilised and de-mobilised here. Second, in what way are these seemingly ‘gender-neutral’ enterprising selves gendered? Our analysis of three recent and dominating entrepreneurial initiatives in the Swedish school system emphasises the need for activation, performativity and responsibility. The analysis also shows that gender is indeed silenced in these initiatives but is at the same time productive through being subtly present in the promotion of a ‘neo-masculine’, active, technology-oriented and responsible subject. Entrepreneurship is presented as being equally available for all and something everyone should aspire to, yet the initiatives still sustain the suppression and marginalisation of women and femininities. The initiatives specifically promote a responsible and adaptive masculine subject position while notions of rebellious entrepreneurship and non-entrepreneurial domestic positions are mobilised out of the picture.

The Formation of the Argentine Public Primary and Secondary School System

1987 ◽  
Vol 44 (1) ◽  
pp. 45-65 ◽  
Author(s):  
John E. Hodge
Keyword(s):  
Nineteenth Century ◽  
Secondary School ◽  
School System ◽  
Buenos Aires ◽  
Full Scale ◽  
Nation State ◽  
Federal Constitution ◽  
New Challenges ◽  
Primary And Secondary School ◽  
Modern Nation State

With the acceptance of the Federal Constitution of 1853 by the province of Buenos Aires in 1862 and the assumption of the presidency of the Nation by Bartolomé Mitre, the main constitutional problem besetting the region since independence was, in theory at least, solved. The permanent location of the capital had not been settled, but a national government was a reality. Leaders who had brought about the downfall of Rosas, negotiated an end to full-scale civil war, and organized the outline of the patria grande now faced new challenges. The spirit of anarchy, the rule of force, provincial allegiances, and a widely scattered, largely illiterate population were awesome impediments to the creation of a modern nation state. The response to these problems by the politicians, economists, scholars, technocrats, artists, and soldiers of Argentina during the last forty years of the nineteenth century, working towards the goal of a unified, peaceful and cultivated nation, is an enthralling topic.

scholarly journals Teaching with films in the French educational system

Comunicar ◽  
2007 ◽  
Vol 15 (29) ◽  
pp. 21-25
Author(s):  
Jean-Claude Séguin-Vergara
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Educational System ◽  
School System ◽  
Educational Activities ◽  
French School ◽  
Set Up

French school system has always taken the cinema’s educational dimension into account . Nevertheless, the full integration of films in the cultural and educational activities of French pupils only dates back to the 1980s. Indeed, films are part of the syllabus as an optional course in the last three years of secondary school. Besides, from primary school onward, a whole system which enables pupils to become familiar with the cultural and artistic dimension of films has been set up thanks to the collaboration of the Ministries of Education and Culture. La enseñanza francesa, prácticamente desde los orígenes del cine, se ha preocupado por la dimensión didáctica del cine. Sin embargo, sólo se puede considerar que a partir de los años ochenta se ha conseguido poner en marcha un sistema completo que permita integrar el cine en las actividades culturales y educativas de los alumnos franceses. Por una parte, el cine forma parte del recorrido del alumno durante tres años antes del bachillerato. Se trata de una asignatura opcional. Por otra parte, desde la escuela primera hasta el bachillerato, existe un dispositivo que permite a los alumnos descubrir el cine como arte y como cultura gracias a la colaboración de los Ministerios de Educación Nacional y Cultura.

scholarly journals The Implementation of Bill 212 in Ontario Schools: Implications for Black Students

INYI Journal ◽  
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hellen Gateri ◽  
Donna Richards
Keyword(s):  
Secondary School ◽  
Black Students ◽  
Restorative Justice ◽  
Secondary Students ◽  
Educational System ◽  
School System ◽  
School Safety ◽  
Safe Schools ◽  
Alternative Practices ◽  
The Way

In February 2008, Bill 212 (Progressive Discipline and School Safety) replaced Bill 81, the Safe Schools Act of June 2000 with regards to the behaviour, discipline, and safety of students. However, since Bill 212 has been in effect, suspensions and expulsions have been unfairly implemented against Black secondary students. Using anti-Black racism (ABR) framework, this commentary paper explores the effects of sections 306–311 of the Bill on Black students within Ontario's secondary school system. Based on this exploration, we will critically examine the way suspensions and expulsions have been employed through Bill 212 and the consequences of these disciplinary measures for Black students. We recommend alternative practices such as restorative justice and the integration of ABR framework to address students’ inappropriate behaviours in the educational system.

scholarly journals Religion Education in Norway: Tension or Harmony between Human Rights and Christian Cultural Heritage?

2014 ◽  
Vol 49 (2) ◽  
pp. 137-164 ◽  
Author(s):  
Bengt-Ove Andreassen
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Secondary School ◽  
Religious Education ◽  
Religion And Ethics ◽  
European Court ◽  
Upper Secondary ◽  
The Subject ◽  
Insight Into ◽  
Primary And Secondary School

Both research and public and scholarly debate on religious education (RE) in Norway have mostly revolved around the subject in primary and secondary school called Christianity, Religion and Ethics (KRL) (later renamed Religion, Philosophies of Life and Ethics, RLE), not least due to the criticisms raised by the UN’s Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in 2007 of the Norwegian model for RE in primary and secondary schools. The RE subject in upper secondary school, however, is hardly ever mentioned. The same applies to teacher education. This article therefore aims at providing some insight into how RE has developed in the Norwegian educational system overall, ranging from primary and secondary to upper secondary and including the different forms of teacher education.

scholarly journals Teaching the Unteachable or Why Too Much Good Is Bad. Religious Education in Catholic Schools Today

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 810
Author(s):  
Didier Pollefeyt
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Educational System ◽  
Empirical Data ◽  
Catholic Schools ◽  
Western World ◽  
Catholic Faith ◽  
The Future ◽  
Catholic Tradition

This article deals with the strong disaffiliation of Church and Catholic faith we see in the Western world, especially when students go from primary to secondary school, and when leaving the Catholic educational system. Based on empirical data, the hypothesis is formulated that Catholic schools use a pedagogy that is too much concerned with positive theology and psychology, an approach that does not stand the test when life shows its complexities and vulnerabilities. The article presents theologies and pedagogies of responsibility and vulnerability as a complimentary approach, rooted in the Catholic tradition, as a possible way to form more resilient believers and citizens for the future.

scholarly journals School Principals as Jugglers

2019 ◽  
Author(s):  
Jurica Pavicic
Keyword(s):  
Secondary School ◽  
Labor Force ◽  
School System ◽  
School Principals ◽  
Daily Basis ◽  
School Systems ◽  
Management Knowledge ◽  
High Level ◽  
Primary And Secondary School

At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.

scholarly journals Parochial Linguistic Education: Patterns of an Enduring Friction within a Divided Catalonia

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 77
Author(s):  
Josep Maria Oller ◽  
Albert Satorra ◽  
Adolf Tobeña
Keyword(s):  
Secondary School ◽  
Educational System ◽  
Education System ◽  
Political Conflict ◽  
Major Fraction ◽  
Social Harmony ◽  
Political Opinions ◽  
Main Factor ◽  
Primary And Secondary School ◽  
School Curricula

Amid the tensions created by the secession push in Catalonia (Spain), an important conflicting issue has been the “immersion linguistic educational system”, in which the Catalan language has precedence throughout all of the primary and secondary school curricula. Here, we present an analysis of a survey (n = 1002) addressing features of linguistic and political opinion profiles with reference to the mother language and feelings of national identity. The results show that the mother language is a factor that differentiated the participants in terms of common linguistic uses and opinions about the “immersion educational system”. These results were confirmed when segmenting respondents via their feelings of national self-identification. The most distinctive political opinions consisted of either asserting or denying the damage to social harmony produced by the secession campaign. Overall, the findings show that a major fraction of the Catalonian citizenry is subjected to an education system that does not meet their linguistic preferences. We discuss these findings, connecting them to an ethnolinguistic divide based mainly on mother language (Catalan vs. Spanish) and family origin—a complex frontier that has become the main factor determining alignment during the ongoing political conflict.

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