Knowledge about Roma and Travellers in Nordic schools

Helakorpi, Jenni

doi:10.4324/9781315122328-5

Cited by 10 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This minority policy had a visible impact on educational policy, particularly at the curriculum level: Knowledge about Norwegian national minorities was added to the curriculum during the curriculum reform Kunnskapsløftet in 2006 (Utdanningsdirektoratet, 2006a(Utdanningsdirektoratet, , 2006b. Adding knowledge about minoritised groups to school contents can be described as characteristic for multicultural education (Banks, 2009;Gillborn, 2006;Helakorpi, 2019). This approach to multiculturalism in education has been criticised for being superficial and for not tackling discrimination, racism and uneven power relationships in education (Gillborn, 2006;Kumashiro, 2002).…”

Section: Samandragmentioning

confidence: 99%

“…This approach to multiculturalism in education has been criticised for being superficial and for not tackling discrimination, racism and uneven power relationships in education (Gillborn, 2006;Kumashiro, 2002). Furthermore, it has been criticised for quickly ending up essentialising the minoritised groups and making simplified narratives of complex histories and identities (Kumashiro, 2002;Helakorpi, 2019).…”

Section: Samandragmentioning

confidence: 99%

“…Even though there might be a recognition of a minority as a diverse group (for example Moen, 2009, p. 227), what appears in the text is often a unified national minority subject which expresses common interests and intentions (Moen, 2009;Moen & Lund, 2010;Lund & Moen, 2013;Askeland & Aamotsbakken, 2016). This form of essentialism, strategic or not, will quite easily overlook the diversity of interests and intentions that might be in play, both from people that are labelled or identify with the minority, or from actors that neither are labelled nor identify with the minority identity (Helakorpi, 2019). As Gayatry Chakravorty Spivak has pointed out, what appears as a subject might actually be the subject-effect (Spivak, 1988).…”

Section: Samandragmentioning

confidence: 99%

“…If the problem is framed as one of ignorance and prejudices, the solution the curriculum can contribute towards, is one of adding content. But this will potentially also mean that alternative approaches are opted out, such as questioning the historical and contemporary practices of excluding the culturally different, approaches that investigate how and why different groups have been and are excluded and marginalised in our society, or to explain this exclusion with economic or ideological power structures (see also Helakorpi, 2019).…”

Section: Ambivalentmentioning

confidence: 99%

See 3 more Smart Citations

The curriculum as a controversial issue: Negotiations about the position of Norwegian Romani in education and society

Kalsås¹,

Helakorpi²

2020

ADNO

Self Cite

View full text Add to dashboard Cite

Abstract National curriculum and teaching materials play a significant role in how students discuss and learn to understand issues which are controversial in society. However, the ways curriculum content aims to answer to rapidly changing political landscapes also influence the phenomena that the curriculum aims to unpack. In this article, we analyse one such phenomenon. Our aim is to investigate how the curriculum content about the Romani people in Norway has been used in the ongoing negotiation of the group’s position in Norwegian education and society. In the Green Paper NOU 2015: 7 Assimilation and Resistance – Norwegian policies towards Tater/Romani people from 1850 to the present, it is suggested that the curriculum should include more knowledge about Romani. In this article, we analyse the consultation process that was initiated after the publication of the Green Paper. We focus on how the submissions by individuals and institutions are discussing the curriculum content concerning the Romani. Our analysis illuminates how a specific curriculum content can have effects and play a part in ongoing issues outside of the school context. We have focused on reading the positions on the curriculum in light of the contexts of historical justice for the Romani, and of multiculturalism in education. The analysis illustrates that, how controversial societal issues are handled in the curriculum, can impact societal processes outside of the classroom. Keywords: controversial societal issues in education, historical justice in education, multiculturalism in education, Romani, curriculum studies Læreplanen som ei kontroversiell sak: Forhandlingar om romanifolket sin posisjon i utdanning og i samfunnet Samandrag Nasjonale læreplanar og undervisningsmateriell spelar ei viktig rolle i korleis elevar diskuterer og lærer om kontroversielle spørsmål i samfunnet. Samtidig vil måten læreplanen sitt innhald siktar mot å svare på politiske landskap i rask endring, også påverke dei fenomena som læreplanen omhandlar. I denne artikkelen analyserer vi eit slikt fenomen. Målet er å undersøkje korleis læreplanen sitt innhald om romanifolket i Noreg har blitt nytta i pågåande forhandlingar om gruppa sin posisjon i norsk skule og samfunn. I NOU 2015: 7 Assimilering og motstand – Norsk politikk overfor taterne/romanifolket fra 1850 til i dag blir det foreslått at læreplanen bør inkludere meir kunnskap om romanifolket. I denne artikkelen analyserer vi høringsrunden som blei initiert etter publiseringa av NOU 2015: 7. Vi fokuserer på korleis høringssvara frå både individ og institusjonar diskuterer læreplanen sitt innhald om romanifolket. Vår analyse kastar ljos over korleis eit konkret innhald i læreplanen kan ha effekt og spele ei rolle i pågåande prosessar utanfor skulekonteksten. Vi har fokusert på korleis dei ulike posisjonane til læreplanen sitt innhald kan lesast i ljos av kontekstane om historisk rettferd for romanifolket og av multikulturalisme i utdanning. Analysen illustrerer korleis måtane som kontroversielle samfunnsspørsmål blir handsama på i læreplanen, også kan påverke samfunnsprosessar som går føre seg utanfor klasserommet. Nøkkelord: kontroversielle samfunnsspørsmål i utdanning, historisk rettferd i utdanning, multikulturalisme i utdanning, romanifolket, læreplanstudiar

show abstract

Section: Samandragmentioning

confidence: 99%

Section: Samandragmentioning

confidence: 99%

Section: Samandragmentioning

confidence: 99%

Section: Ambivalentmentioning

confidence: 99%

See 2 more Smart Citations

The curriculum as a controversial issue: Negotiations about the position of Norwegian Romani in education and society

Kalsås¹,

Helakorpi²

2020

ADNO

Self Cite

View full text Add to dashboard Cite

show abstract

“…5 Although individual support would no doubt help individual pupils in school, the notion relies on an assumption that the current inequalities in schooling are consequences of Roma specific needs that the school institution has not met. This measure forgets historical injustices and makes Roma pupils the focus of attention instead of the structural issues in schools, such as racism (see Helakorpi 2019). Likewise, the Danish strategy states that 'the schools still find it difficult to integrate the [Roma] pupils into the ordinary classes' (MSAI 2011: 8).…”

Section: Problem Representation 1: Lack Of Academic Capability and Asmentioning

confidence: 99%

Higher Education in Nordic Roma and Traveller Policy Documents – Analysing Silences

Helakorpi¹,

Isopahkala-Bouret²

2020

The Roma in European Higher Education

Self Cite

View full text Add to dashboard Cite

The Multiple Stories in Finnish Roma Schooling

Stenroos

Helakorpi²

2021

Social and Economic Vulnerability of Roma People

Self Cite

View full text Add to dashboard Cite

Regardless of the good reputation of the Finnish basic education system, Finnish Roma children fall behind the overall average in their performance of academic skills: Roma children face more challenges completing basic education and have more repeated school years. Furthermore, compared to the average, Roma youth apply less for upper secondary education and thus their general level of education remains low. However, looking at Roma education solely through problematic representations only provides a partial picture. In this article, based on two separate sets of fieldwork among Finnish Kaale Roma, we examine how teachers, Roma activists and mediators perceive the educational trajectories of Finnish Roma children and youth. The article seeks to scrutinize Finnish Roma schooling within the framework of the Finnish National Policy on Roma (NRIS). The analysis highlights the multiplicity of voices in the field, discusses the possibilities, and thus problematizes the single-aspect discourse on Roma education. Many countries in Central and Eastern Europe struggle with school and residential segregation, but Finnish Roma face different challenges.

show abstract

Knowledge about Roma and Travellers in Nordic schools

Cited by 10 publications

References 11 publications

The curriculum as a controversial issue: Negotiations about the position of Norwegian Romani in education and society

The curriculum as a controversial issue: Negotiations about the position of Norwegian Romani in education and society

Higher Education in Nordic Roma and Traveller Policy Documents – Analysing Silences

The Multiple Stories in Finnish Roma Schooling

Contact Info

Product

Resources

About