En savoir plus
This open access book offers a thorough examination of the most important actor in schooling children from the Indigenous Sámi during the nineteenth century, namely the Swedish Missionary Society (SMS). In the late 1830s, the SMS created its first schools for Sámi children and youth in small rural villages in the northern inlands of Sweden. The missionary schools enrolled several thousand children in the approximately eighty-year-period they operated, for many decades being the predominant school for the Sámi. The impulse behind the creation of the SMS came from evangelical movements such as British Methodism, which helped to initiate the Stockholm-based society in 1835, and aided the startup of a school in the Swedish colony of Saint-Barthélemy in the West Indies. The society was supported by private donations, as well as financial aid and supervision from the Swedish Evangelical-Lutheran state church. It kept in operation between five to ten schools and orphanages until the so-called nomadic school reform in 1913, when the missionary schools were either shut down, modified to become Swedish primary schools, or subsumed under the new and expanding state-governed nomadic school system.
By examining school practice aimed at Sámi pupils in Sweden, this book provides valuable insights into the overall organisation and curriculum of the missionary schools, their ideological driving forces, and their relation to global developments and the ongoing formation of the Swedish primary school system. Such knowledge helps deepen our understanding of the long-term organisation of Sámi education in Sweden, and more broadly within the Nordic countries. Through its analysis, this book seeks to develop the history of missionary education, as well as research into settler colonial and Indigenous schooling.
Table des matières
.- 1. Introduction.- 2. Education and Conversion.- 3. Timing Society and the Missionary Schools.- 4. The Missionary Society and the Sámi.- 5. Establishing Schools and Additional Educational Infrastructure.- 6. School Organisation, Teaching, and Knowledge Content.- 7. The Pedagogy of Conversion: Pietism in Action.- 8. Beacons of Christ: Schooling and Acculturation.- 9. The Art of Cultural Differentiation.- 10. The 'Quiet Victories' of Elementary Schooling.- 11. Schooling Sámi Swedes: From Pietism to Nationalism.- 12. The Economic Transition and Missionary Schooling.- 13. The Shutdowns: The End of an Era.- 14. Conclusion: A Threefold Layered Conversion.
A propos de l'auteur
Björn Norlin is Associate Professor (Docent) of History and Education at Umeå University, Sweden. His research explores the history of education, with a particular focus on missionary education, colonialism, minority and Indigenous schooling, as well as the role of history, education, and the history of education, in contemporary truth and reconciliation processes.
Résumé
This open access book offers a thorough examination of the most important actor in schooling children from the Indigenous Sámi during the nineteenth century, namely the Swedish Missionary Society (SMS). In the late 1830s, the SMS created its first schools for Sámi children and youth in small rural villages in the northern inlands of Sweden. The missionary schools enrolled several thousand children in the approximately eighty-year-period they operated, for many decades being the predominant school for the Sámi. The impulse behind the creation of the SMS came from evangelical movements such as British Methodism, which helped to initiate the Stockholm-based society in 1835, and aided the startup of a school in the Swedish colony of Saint-Barthélemy in the West Indies. The society was supported by private donations, as well as financial aid and supervision from the Swedish Evangelical-Lutheran state church. It kept in operation between five to ten schools and orphanages until the so-called ‘nomadic school’ reform in 1913, when the missionary schools were either shut down, modified to become Swedish primary schools, or subsumed under the new and expanding state-governed nomadic school system.
By examining school practice aimed at Sámi pupils in Sweden, this book provides valuable insights into the overall organisation and curriculum of the missionary schools, their ideological driving forces, and their relation to global developments and the ongoing formation of the Swedish primary school system. Such knowledge helps deepen our understanding of the long-term organisation of Sámi education in Sweden, and more broadly within the Nordic countries. Through its analysis, this book seeks to develop the history of missionary education, as well as research into settler colonial and Indigenous schooling.
