Introduction

Kortekangas, Otso; Keskitalo, Pigga; Nyyssönen, Jukka; Kotljarchuk, Andrej; Sjögren, David; Paksuniemi, Merja

doi:10.1007/978-3-030-24112-4_1

Cited by 2 publications

(2 citation statements)

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“…Unification in religion, taxation, and the presence of natural resources have been identified as driving forces (Fur 2016;Lindmark 2016). Mission, education, and, at times, forceful Christianising campaigns led by the Lutheran state churches became a central part of Sami-state-relations during the eighteenth century (Norlin and Sjögren 2016;Kortekangas et al 2019). This was a period when the first boarding school form for the Sami was founded and when missionaries and priests worked actively to ban many Sami religious and cultural expressions (e.g., Kuhmunen 2016;Marainen 2016;Stoor 2016).…”

Section: The Northern Nordics-historical Backgroundmentioning

confidence: 99%

“…Together with the consolidation of the nation states-Norway, Sweden, Finland, and Russia-in the late nineteenth and twentieth centuries, this came to change even more radically. Due to the closing of borders and forced displacement, the northern minorities came to be parts of different states and different nationalizing campaigns, and with this, also of different school systems and school policies (Elenius 2006;Kortekangas et al 2019).…”

Section: The Northern Nordics-historical Backgroundmentioning

confidence: 99%

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Truth Commissions and Teacher Education in Australia and the Northern Nordics

Norlin,

Keynes,

Drugge

2024

Genealogy

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In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups and/or Indigenous people, including acknowledging historical mistreatment and addressing remaining injustices. A common aim of these processes is to spread knowledge to the broader public via institutions for education. This paper focuses on ongoing TC processes in the Australian and Nordic contexts, with a specific focus on their potential consequences for teacher education (TE). By addressing barriers and possibilities on systemic, institutional, and practical levels of TE, the paper aims to develop an understanding of (1) how new knowledge produced through TCs meets the organization of teacher training; possible ways for TE to respond to new requirements; and (2) of the pedagogical and didactical challenges that might entail. The main argument is that a closer professional dialogue is needed between scholars engaged in TCs and TEs for TE to better respond to the requirements of TCs and for TCs to better recognize conditions for organizing TE.

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Section: The Northern Nordics-historical Backgroundmentioning

confidence: 99%

Section: The Northern Nordics-historical Backgroundmentioning

confidence: 99%