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Johansson, Gunilla
Publications (10 of 40) Show all publications
Balto, A. M. & Johansson, G. (2017). Un processus fondé sur la culture: revitaliser la pédagogie dans les écoles sámi en Suède. In: Quelle éducation pour les peuples autochtones?: (pp. 201-214). Paris: L'Harmattan
Open this publication in new window or tab >>Un processus fondé sur la culture: revitaliser la pédagogie dans les écoles sámi en Suède
2017 (French)In: Quelle éducation pour les peuples autochtones?, Paris: L'Harmattan , 2017, p. 201-214Chapter in book (Refereed)
Place, publisher, year, edition, pages
Paris: L'Harmattan, 2017
Series
Collections Horizons Autochtones
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-63659 (URN)978-2-343-10863-6 (ISBN)
Available from: 2017-06-01 Created: 2017-06-01 Last updated: 2017-11-24Bibliographically approved
Balto, A. M. & Johansson, G. (2015). The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden (ed.). Paper presented at . International Journal about Parents in Education, 9(1), 106-118
Open this publication in new window or tab >>The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden
2015 (English)In: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, Vol. 9, no 1, p. 106-118Article in journal (Refereed) Published
Abstract [en]

The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-8826 (URN)76007d02-e849-4040-b7d7-2f770542ca20 (Local ID)76007d02-e849-4040-b7d7-2f770542ca20 (Archive number)76007d02-e849-4040-b7d7-2f770542ca20 (OAI)
Note
Validerad; 2016; Nivå 1; 20160107 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
McNair, M., Owens, K., Bennet, M., Logan, P., Murray, L., O'Sullivan, D., . . . Taylor, P. (2012). Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students (ed.). Paper presented at . Journal of Australian Indigenous Issues, 15(1), 20-39
Open this publication in new window or tab >>Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students
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2012 (English)In: Journal of Australian Indigenous Issues, ISSN 1440-5202, Vol. 15, no 1, p. 20-39Article in journal (Refereed) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16350 (URN)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Local ID)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Archive number)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (OAI)
Note
Validerad; 2012; 20120620 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Owens, K., Paraides, P., Jannok-Nutti, Y., Johansson, G., Bennet, M., Doolan, P., . . . Taylor, P. (2011). Cultural horizons for mathematics (ed.). Mathematics Education Research Journal, 23(2), 253-274
Open this publication in new window or tab >>Cultural horizons for mathematics
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2011 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 23, no 2, p. 253-274Article in journal (Refereed) Published
Abstract [en]

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-7142 (URN)10.1007/s13394-011-0014-3 (DOI)2-s2.0-80051974906 (Scopus ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Local ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Archive number)57708ca0-2fe8-4308-b54a-fce2f049be73 (OAI)
Note

Validerad; 2011; 20110824 (ysko)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Johansson, G. & Jannok-Nutti, Y. (2011). Projekt: Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008. Paper presented at .
Open this publication in new window or tab >>Projekt: Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008
2011 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Syftet med projektet var att synliggöra och utveckla kunskap om utbildningen i matematik utifrån tidigare erfarenheter och licentiatavhandlig av Ylva Jannok Nutti (2007): “Matematiskt tänkande inom samisk kultur...”. Projektet kan ses som en förberedelse för en ansökan av ett longitudiellt forsknings- och utvecklingsarbete inom samisk utbildning. Projektet fokus är inriktat mot den samiska utbildningen, sameskolor, samt ansvariga för lärarutbildning och organisation av den samiska utbildningen i Sverige och Finland.

Identifiers
urn:nbn:se:ltu:diva-36056 (URN)49dfe101-0003-46d1-800e-46722a551844 (Local ID)49dfe101-0003-46d1-800e-46722a551844 (Archive number)49dfe101-0003-46d1-800e-46722a551844 (OAI)
Note

Publikationer: Lärares lärande i samisk förskola och sameskola; Status: Avslutat; Period: 01/08/2007 → 30/04/2008

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Johansson, G., Jannok-Nutti, Y. & Jorun, H. (2011). Projekt: Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola. Paper presented at .
Open this publication in new window or tab >>Projekt: Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola
2011 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Luleå tekniska universitet bedriver i samarbete med Høgskolen i Tromsø ett Interreg IV A Nord-projekt. Syftet med projektet är att initiera vitalisering och revitalisering av samiska och samisk traditionell kunskap genom utvecklingsarbeten i samiska och matematik inom den samiska utbildningen i samisk förskola och Sameskola.

Identifiers
urn:nbn:se:ltu:diva-36008 (URN)22a5a8be-3057-4d16-b435-d10d26122372 (Local ID)22a5a8be-3057-4d16-b435-d10d26122372 (Archive number)22a5a8be-3057-4d16-b435-d10d26122372 (OAI)
Note

Finansieringskälla: EU research programme (public); Forskningsprogram: Interreg. 4A nord, delprogram Sápmi; Publikationer: Lärares lärande i samisk förskola och sameskola; Status: Avslutat; Period: 01/01/2008 → 30/08/2010

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Johansson, G. & Kristoffersson, M. (2010). Collaboration between home and school: a Swedish perspective (ed.). In: (Ed.), (Ed.), Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March. Paper presented at NERA Congress 2010 : 11/03/2010 - 13/03/2010 (pp. 249).
Open this publication in new window or tab >>Collaboration between home and school: a Swedish perspective
2010 (English)In: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March, 2010, p. 249-Conference paper, Meeting abstract (Other academic)
Abstract [en]

Research topic/aim: Collaboration between home and school has been emphasized in Sweden during the last decades, which is regarded as an important but complex issue. The background to this accelerated requirement has been the changes in education policy and in society in which the importance of parents' opportunities and rights to influence preschool and compulsory education based on the democratic values has been highlighted. This study adds value to current teacher and pupil development in Sweden. The specific objectives are: To map the system, policies, curricular and resources dealing with home-school collaboration on macro level and to analyze practices and perspectives on home-school collaboration on micro level in Sweden.Theoretical framework:In this study a social-cultural perspective are used to explore and understand the complexity between the actors involved in the relationship. Governance and partnership are key concepts applied to the analysis of data. Methodology/research design: The research design is action research and case study method. Data were gathered through interviews, observations and analysis of documents.Expectyed conclusions/findings: This study will give an understanding of teachers', parents' and pupils' attitudes, experiences and identify some useful model of home-school relationship and collaboration. Examples from practice show that teacher education programs in Sweden are in need of development as well as development of a more culture sensitive curriculum. Another important area is to give education in dialogue attitudes for teachers on the field and also find out how research results can be implemented.Relevance for Nordic Educational research: Parents and pupils role in school is of interest to be shared with other countries. An increased investment is needed on research that means to contribute to an increased understanding within the field of home and school.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-39990 (URN)ef399570-52de-11df-a0f4-000ea68e967b (Local ID)ef399570-52de-11df-a0f4-000ea68e967b (Archive number)ef399570-52de-11df-a0f4-000ea68e967b (OAI)
Conference
NERA Congress 2010 : 11/03/2010 - 13/03/2010
Note
Godkänd; 2010; 20100428 (ysko)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Jannok-Nutti, Y. & Johansson, G. (2010). Lärares lärande i samisk förskola och sameskola (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Lärares lärande i samisk förskola och sameskola
2010 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2010. p. 142
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-24261 (URN)a4933bfe-5233-49a8-95a2-650884896d71 (Local ID)a4933bfe-5233-49a8-95a2-650884896d71 (Archive number)a4933bfe-5233-49a8-95a2-650884896d71 (OAI)
Projects
Samiskt språk och kultur i förskola och skola Samiskt språk och kultur i förskola och skola, Pedagogisk utveckling av matematik i Sameskolan i Sverige och Finland 2007-2008
Note
Godkänd; 2010; 20111219 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Johansson, G. (2009). Cultural knowledge in school curriculum in practice: decolonizing processes and school development at Sámi Schools in Sweden (ed.). In: (Ed.), (Ed.), WIPCE 2008: conference proceedings. Paper presented at World Indigenous Peoples' Conference on Education : 07/12/2008 - 11/12/2008. Melbourne: Victorian Aboriginal Education Association
Open this publication in new window or tab >>Cultural knowledge in school curriculum in practice: decolonizing processes and school development at Sámi Schools in Sweden
2009 (English)In: WIPCE 2008: conference proceedings, Melbourne: Victorian Aboriginal Education Association , 2009Conference paper, Published paper (Refereed)
Abstract [en]

This article highlights some perspectives in Sámi Schools concerning development of culturally based school curriculum. The research approach explores the view that education is not a neutral enterprise and the study analyses how teachers, parents and pupils develop a culturally based curriculum in practice for Sámi schools. Cultural sensitivity is considered limited in the curriculum as well as cultural knowledge and cooperation among home, school and community culture. Cultural knowledge was integrated in school practice and the notions of difference and power became more visible in the pedagogical practice during this project. Decolonizing pedagogies were used to highlight cultural knowledge and to implement new practices.

Place, publisher, year, edition, pages
Melbourne: Victorian Aboriginal Education Association, 2009
Keywords
Social sciences - Education, Socialvetenskap - Pedagogik
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-35015 (URN)960b99e0-fc0d-11dd-9fef-000ea68e967b (Local ID)960b99e0-fc0d-11dd-9fef-000ea68e967b (Archive number)960b99e0-fc0d-11dd-9fef-000ea68e967b (OAI)
Conference
World Indigenous Peoples' Conference on Education : 07/12/2008 - 11/12/2008
Note
Godkänd; 2009; Bibliografisk uppgift: CD-ROM; 20090216 (biem)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Johansson, G. & Kristofferson, M. (Eds.). (2009). Diversity in Education: ERNAPE 2009, 7th International Conference of the European Research Network About Parents in Education (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Diversity in Education: ERNAPE 2009, 7th International Conference of the European Research Network About Parents in Education
2009 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2009
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-21670 (URN)9f055b40-59b3-11de-9f57-000ea68e967b (Local ID)978-91-86238-82-2 (ISBN)9f055b40-59b3-11de-9f57-000ea68e967b (Archive number)9f055b40-59b3-11de-9f57-000ea68e967b (OAI)
Note
Godkänd; 2009; Bibliografisk uppgift: CD-ROM; 20090615 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
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