Colonial fantasies – American Indians, indigenous peoples, and a Swedish<i>discourse of innocence</i>

Fur, Gunlög

doi:10.1080/14608944.2016.1095489

Cited by 15 publications

(4 citation statements)

References 16 publications

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“…Eit viktig poeng frå forskinga på dette feltet er avstanden mellom den historiefaglege kunnskapsproduksjonen om medverknad frå dei nordiske samfunna i kolonialisme og på same tid den manglande anerkjenninga av at dei nordiske samfunna har ei kolonial fortid i offentlegheita. På ei side har historikarar dei seinare åra produsert kunnskap om dei oversjøiske koloniane til Sverige og Danmark-Noreg (Donoghue, 2006;Hennessey & Fur, 2020;Østhus, 2023), om koloniseringsprosjekta i Sápmi (Broberg & Rönnback, 2020;Ojala & Nordin, 2019;Össbo, 2020), om nordiske aktørar som deltok i koloniseringsprosjekt leia av andre kolonimakter (Eidsvik, 2013;Keskinen et al, 2009;Kjerland & Rio, 2009;Merivirta et al, 2021;Olsson, 2007;Skeie, 2009), og om korleis koloniale førestillingar, forteljingar og kunnskap om folk og rase blei produsert og sirkulert (Burnett & Buchan, 2018;Forsgren, 2020;Fur, 2006Fur, , 2016Palmberg, 2009;Pålsson, 2020). Samstundes har det vore gjort fleire studiar som viser at det er ei utbredt førestilling om at dei nordiske samfunna ikkje har ei kolonial fortid (Keskinen et al, 2019: Loftsdóttir & Jensen, 2012Mulinari et al, 2009).…”

Section: Postkoloniale Perspektiv På Norden Og Nordisk Historieunderv...unclassified

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Fagerheim Kalsås

2024

NTPK

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Rasistiske strukturar i det norske samfunnet byggjer i dag på førestillingar om norsk eksepsjonalisme (Jensen & Loftsdóttir, 2012, s. 2) og manglande anerkjenning av nordisk kolonial medverknad (Vourela, 2009). Med inspirasjon frå postkolonial teori har tidlegare studiar av historieundervisninga i skulen peika på at undervisninga fører til at slike førestillingar blir reproduserte (Jore, 2018; Mikander, 2015; Rastas, 2012). Samstundes har det vore lite utforska kva didaktiske inngangar og perspektiv postkolonial teori kan gi historieundervisninga. Grunnlaget for denne artikkelen er at eg har lese nokre sentrale tekstar om postkolonial historieskriving (Chakrabarty, 2008; Guha, 1988; Spivak, 1988) med eit blikk for kva perspektiv og inngangar desse posisjonane kan gi for ei historieundervisning som siktar mot å utfordre førestillingar om norsk eksepsjonalisme og synleggjere fortidig nordisk kolonial medverknad. I artikkelen peikar eg på det didaktiske potensialet som ligg i nokre av desse perspektiva for ein norsk skulekontekst. English abstract From Norwegian Exceptionalism to Provincializing the Norwegian? Didactical Possibilities With Post-Colonial Perspectives Racism in Norwegian society is grounded in notions of Norwegian exceptionalism (Jensen & Loftsdóttir, 2012, s. 2) and a lack of acknowledgment of Nordic colonial complicity (Vourela, 2009). Previous studies of history education have used post-colonial theory to show that teaching history leads to reproducing such notions (Jore, 2018; Mikander, 2015; Rastas, 2012). However, little work has been done on what didactical potential and perspectives post-colonial theory can give to alternative ways of teaching history. The basis for this article is my reading of some central texts within post-colonial history writing (Chakrabarty, 2008; Guha, 1988; Spivak, 1988), and my exploration of what kind of perspectives and points of departure these texts can provide for an alternative history teaching, that aims towards challenging notions of Norwegian exceptionalism and render visible Nordic colonial complicity. The article highlights some of the didactical potential in these perspectives for history teaching in a Norwegian context.

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Section: Postkoloniale Perspektiv På Norden Og Nordisk Historieunderv...unclassified

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Fagerheim Kalsås

2024

NTPK

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“…While some are based on personal experiences, many also reflect prevailing biased attitudes towards the indigenous population (Bergland, 2000;Joranger, 2016;Øverland, 2006). Scholars attribute this to a process of ethnicization of Norwegian immigrants towards becoming members of American society, as well as a transmission and adaptation of racial attitudes prevalent in Norway towards the Sami people (Fur, 2016). While the early Norwegian accounts often depicted Native Americans as primitive but friendly, Norwegian immigrants did not treat them as equals but rather as a part of the landscape (Bergland, 2000).…”

Section: Norwegian Migration To Americamentioning

confidence: 99%

Silencing the Indigenous Perspective in the Textbook Accounts of Norwegian Migration to America

Stachurska-Kounta

2024

NTPK

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The historiography of Norwegian migration to North America in the 19th and early 20th centuries had, until recently, largely ignored its impact on indigenous people. Taking as a point of departure the presentations of migration to America in Norwegian lower and upper secondary school textbooks in social studies and history, this article demonstrates that the displacement of Native Americans is mostly absent in these presentations, and almost none of the textbooks discuss it in terms of settler colonialism. Such a narrative sustains the perception of North America as a sparsely inhabited continent with enough space for everyone and ultimately justifies Europeans’ right to claim possession of the land. Given that the consequences of settler colonialism continue to persist to the present day, I argue that ignoring the fact that Norwegian migrants were also settlers reproduces historical power relations and oppressive epistemologies. Aligned with the view that history education based on a single master narrative hinders critical thinking, this article contends that there is a need to decolonize the teaching of Norwegian migration to America by incorporating the perspective of Native Americans.

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“…Holtdorf and Högberg (2021) have defined heritage as traditions that are saved for the good of the coming generations -but when the heritage in question is transnational and the product of colonial activities the connections to the community, and therefore its capacity to aid self-determination, knowledge production, and as the conference theme suggests, re-imagining, has been ruptured. In addition, a prevailing narrative of colonial innocence has allowed Sweden to distance itself from colonial history, claiming a neutral position as an objective observer (Fur, 2016). This distancing means transnational heritages held in Sweden are at increased risk of neglect and decay -according to Bruncevic "some transnational heritage is systematically silenced, neglected, and its communities potentially disposed of by not being seen" (2022, p. 2).…”

Section: Introductionmentioning

confidence: 99%

Maye Ma Leka – Reframing Congolese-Swedish Colonial Entaglements

Cecilia Järdemar,

Tsimba,

Comber

2024

RAE

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This article will discuss an artistic research project exploring a repressed part of Swedish colonial history by unboxing and unfolding a hidden trove of photographs and films amassed by Swedish Missionaries in Congo. The transdisciplinary and transnational research project explores how material traces of Swedish colonial history can support contemporary discourses, processes, and practices of recovery from the colonial period's devaluation of indigenous knowledge systems. By developing a participatory practice based on artistic research methods, the project contributes new perspectives on critical re-examinations and future knowledge in artistic research.

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Colonial fantasies – American Indians, indigenous peoples, and a Swedishdiscourse of innocence

Cited by 15 publications

References 16 publications

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Silencing the Indigenous Perspective in the Textbook Accounts of Norwegian Migration to America

Maye Ma Leka – Reframing Congolese-Swedish Colonial Entaglements

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