Discursive gaps as spaces for Sami educational self-governance: A Bernsteinian analysis of classification and framing

Katarina Parfa Koskinen; Education in the North

doi:10.26203/ka9m-5d57

Discursive gaps as spaces for Sami educational self-governance: A Bernsteinian analysis of classification and framing

Katarina Parfa Koskinen, Education in the North

Umeå University

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Abstract

The current COVID-19 crisis has made digitally mediated education the centre of attention. Even before, in 2015, changes in the Swedish Educational Act opened up remote education within the compulsory school system, i.e. pupils aged 6–15. Remote, in this paper, signifies synchronous online education where students and teachers are separated in space but not in time. This paper aims at bringing about an understanding of the mechanisms and practices of cultural reproduction and transformation contributing to the construction of remote Sámi language education organised and offered by the Sámi Education Board in Sweden. To investigate if and how digital technologies influence the access to culturally and linguistically relevant education, a theory driven, thematic document analysis has been conducted. Through the Bernsteinian concepts of classification and framing, discursive gaps/spaces are identified and described. Especially where framing is weak, self-governing gaps/spaces are located, though not fully utilised as such due to lack of financial resources. Remote education can play a vital role in counteracting historical assimilative politics responsible for today's situation regarding e.g. lack of licensed Sámi language teachers and teaching aids. These issues can only be resolved by allocating more financial resources from state level.

Original language	English
Pages (from-to)	136-151
Number of pages	16
Journal	Education in the North
Volume	27
Issue number	2
DOIs	https://doi.org/10.26203/ka9m-5d57
Publication status	Published - 17 Dec 2020

Keywords

Remote Sámi language education
Bernstein
classification
framing
Indigenous educational self-governing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Final published version, 383 KBLicence: CC BY-NC

Cite this

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title = "Discursive gaps as spaces for Sami educational self-governance: A Bernsteinian analysis of classification and framing",

abstract = "The current COVID-19 crisis has made digitally mediated education the centre of attention. Even before, in 2015, changes in the Swedish Educational Act opened up remote education within the compulsory school system, i.e. pupils aged 6–15. Remote, in this paper, signifies synchronous online education where students and teachers are separated in space but not in time. This paper aims at bringing about an understanding of the mechanisms and practices of cultural reproduction and transformation contributing to the construction of remote S{\'a}mi language education organised and offered by the S{\'a}mi Education Board in Sweden. To investigate if and how digital technologies influence the access to culturally and linguistically relevant education, a theory driven, thematic document analysis has been conducted. Through the Bernsteinian concepts of classification and framing, discursive gaps/spaces are identified and described. Especially where framing is weak, self-governing gaps/spaces are located, though not fully utilised as such due to lack of financial resources. Remote education can play a vital role in counteracting historical assimilative politics responsible for today's situation regarding e.g. lack of licensed S{\'a}mi language teachers and teaching aids. These issues can only be resolved by allocating more financial resources from state level.",

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Discursive gaps as spaces for Sami educational self-governance: A Bernsteinian analysis of classification and framing

Abstract

Keywords

UN SDGs

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Cite this