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Den enspråkiga demokratin: minoriteterna, skolan och imperiet, Sverige och Frankrike, 1880-1925
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas.
2015 (Swedish)Book (Other academic)
Abstract [sv]

Kring sekelskiftet 1900 lanserades i Sverige och Frankrike en ny pedagogisk metod för att lära ut nationalspråket på platser där andra språk dominerade. Från den allra första skoldagen skulle undervisningen uteslutande ske på svenska respektive franska. På ett slående sätt blev metoden obligatorisk i skolundervisningen av vissa grupper medan den ansågs direkt olämplig för andra. Detta är en undersökning av diskussionerna om metoden på fyra platser: i Bretagne, Tunisien, Tornedalen och Lappmarken. Frågan om vilket språk läraren skulle prata i klassrummet visar sig vara tätt sammanflätad med tidens stora frågor om allmän rösträtt, vilka som ska ingå i den demokratiska gemenskapen och hur lika de jämlika egentligen måste vara.

Abstract [en]

At the end of the 19th Century, the direct method was developed and institutionalized for Torne Valley. Despite criticism from both pedagogical and political standpoints, the use French protectorate Tunisia, and reindeer herding Sami children in Lapland, in which direct method instruction was denied, and alleged cultural characteristics, such as Coran At the time, universal suffrage and parlamentarism were established in Sweden and France. Universal suffrage invokes an imagined community of individuals, the demos, constituted as equal despite their differing qualities. At the same time, the demos is always limited, and its limits are articulated in terms of similarity and difference, i. e. in terms of qualities. Every attempt to institute the demos therefore poses the question of how similar the equals have to be. The main argument of the thesis is that the direct method offered an answer to this question, turning the pedagogical issues into a magnifying glass for these groups into and from the community of equals.Applying the historiographical perspective of entangled histories, the elaboration of respectively, is described as an imperial differentiation. The imperial community was co Applying the perspective of comparative history, the thesis shows how the direct method played a threefold and homologous role in the cases of Sweden and France. First, it functioned as an articulation of the conditions to be met for entering the community of equals, in terms of required skills. Second, by its pedagogical form it made these skills possible to acquire, and at the same time rendered them a maternal quality. Third, in the modes of empire and demos as political communities and languages.

Place, publisher, year, edition, pages
Höör: Symposion Brutus Östlings bokförlag, 2015, 1. , 373 p.
Keyword [en]
Direct method, equality, imperialism, universal suffrage, political languages, language teaching, minority education, history of education, intuition, inner colonialism, assimilation, Britanny, Tunisia, Sami, Finnish speakers in Sweden, Young Tunisians, entangled histories, comparative history, history of ideas
Keyword [sv]
språkundervisning, minoritetsundervisning, språkpolitik, jämlikhet, samer, Sami (European people), Tunisien, Sápmi, Bretagne, Tornedalen, jämlikhet, allmän rösträtt, imperialism, new imperial history, politiska språk, utbildningshistoria, inre kolonialism, jämförande historia, sammanflätad historia
National Category
History of Ideas
Research subject
History of Sciences and Ideas
Identifiers
URN: urn:nbn:se:uu:diva-261465ISBN: 9789187483110 (print)OAI: oai:DiVA.org:uu-261465DiVA: diva2:850469
Note

Boken bygger på Nordblads doktorsavhandling med titeln Jämlikhetens villkor: Demos, imperium och pedagogik i Bretagne, Tunisien, Tornedalen och Lappmarken, 1880 – 1925, försvarad vid Göteborgs universitet 2013.

Available from: 2015-09-01 Created: 2015-09-01 Last updated: 2015-09-01

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