KAMIL ØZERK | University of Oslo (original) (raw)
Papers by KAMIL ØZERK
International Electronic Journal of Elementary Education, Mar 1, 2013
DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2012
AbstractThis paper first provides a critic of the implementation of compulsory national assessmen... more AbstractThis paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two assessment regimes on indigenous Maori and Sami - medium schools in the context of historic policies of marginalisation and assimilation. Finally, it notes the crucial role of each national government in securing funding for the production of culturally responsive National Standards and National Testing in the effort of both indigenous groups to protect their languages and cultures.Keywords: Maori, Sami, national assessment, cultural responsivenessIntroduction[Negotiating National Standards] - it's about protectionism. It's about cultural fragility and a social conscious that goes beyond an educational one. (Rau, 2010, personal communication with the second author).A The impassioned statement by Rau1 embodies the key thematic thread that runs through this paper. It epitomises the ethos of the Maori-medium national standards planning team that she lead and of the many people who have lobbied on behalf of Sami for culturally responsive National Testing (NT). The advent of NT in Norway and National Standards (NS) in New Zealand has presented indigenous people with yet another challenge to their language and culture, at the same time as both are under threat. But it is a challenge that they rose to and won.Winning their right to sustain and grow their language and culture is crucial. In 1997, David Crystal estimated that 80% of the world's 6,000 or so living languages would die within the next 100 years (Crystal 1997, p. 17). In New Zealand, Benton (1979) had predicted that without changes to language policy, the death of the Maori language was a certainty. The efforts of Sami in Norway and Maori in New Zealand to save their languages from the contextual background to this paper. The more specific context is the impact of NS and NT on the survival and revival of these languages.The primary objective of our research was to describe the response of Maori and Sami educators to the implementation of national assessment protocols. Their response exemplifies the clash between the political and educational hegemony of a dominant culture, and as Rau (2010) states, indigenous ways of knowing. More fundamentally, it is about power relationships and issues of social justice played out between majority and indigenous institutions and cultures (Bell 2003; Corson 1993; Corson 1995; Cummins 1996; Cummins, 2000). In both countries, the threat to translate assessments from the language of the dominant culture into the languages of the indigenous cultures presented a further threat to indigenous ways of knowing.Our research design utilised primary source documents, including newspapers, the Internet, and official education documents from government institutions. Additionally, it utilised books and peer reviewed articles about the social, educational and political history of the two indigenous groups. An important primary source were semi-structured interviews with Cath Rau, the coordinator of the reo matatini team negotiating the design and implementation of Nga Whanaketanga Rumaki Maori (the Maori-medium National Standards), one of her research team members, with key Sami educators and with academics opposed to the introduction of national assessment protocols in both countries. Also utilised, were the combined experience of the authors who have worked with Maori and Sami educators over many years. Primary source documents were crucial given the unfolding nature of the conflict between Maori and Sami, and the New Zealand and Norwegian educational authorities.This paper describes attempts by Maori and Sami to save their languages, within the broader context of decisions by their respective national governments to introduce national assessment. …
Channel View Publications eBooks, Mar 31, 2023
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2016
The strength of an educational system rests in its design and implementation. Part of what inform... more The strength of an educational system rests in its design and implementation. Part of what informs the design process is knowledge of student needs and valued goals and outcomes. As systems are designed, research evidence informs the implementation process. We are pleased to present a series of articles in this special issue that will aide special educators and administrators design and implement effective educational systems for children with autism spectrum disorders.
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2016
The strength of an educational system rests in its design and implementation. Part of what inform... more The strength of an educational system rests in its design and implementation. Part of what informs the design process is knowledge of student needs and valued goals and outcomes. As systems are designed, research evidence informs the implementation process. We are pleased to present a series of articles in this special issue that will aide special educators and administrators design and implement effective educational systems for children with autism spectrum disorders.
Multilingual Matters eBooks, Dec 31, 2023
jevne mellomrom oppstår det debatter om sidemålsundervisnin-gen i skolen. Debatten dreier seg da ... more jevne mellomrom oppstår det debatter om sidemålsundervisnin-gen i skolen. Debatten dreier seg da gjerne om skriftlig nynorsk i kommuner og fylker der nynorsk er sidemål. Innleggene er ofte preget av svart–hvitt-tenkning, og som oftest er det bokmålsskrivere som i sine leser-innlegg er kritiske til dagens praksis der alle elever må ha skriftlig nynorsk (bortsett fra elever med samisk som morsmål og elever fra språklige mino-riteter med svake ferdigheter i norsk.) De fleste har imidlertid et langt mer positivt forhold til nynorsk i form av tekster som skal leses i skolen. Forsvarere av skriftlig nynorsk for alle pleier på sin side å basere sine argumenter på likestilling, likeverdig-het, historiske røtter, kulturforank-ring og lignende. Mens den førstnevnte gruppens argumentasjon hovedsakelig base-rer seg på individuelle erfaringer, forsøker den sistnevnte gruppen å argumentere på et prinsipielt og ideologisk grunnlag med historiske og samfunnsmessige forhold som bakteppe. Måten det b...
Assessment in Practice, 2019
Assessment in Practice, 2019
Assessment in Practice, 2019
Multilingual Matters eBooks, Dec 31, 2023
International Electronic Journal of Elementary Education, 2018
ITL - International Journal of Applied Linguistics, 2001
Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject ... more Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject matter in bilingual classes than comparison students in monolingual Norwegian-only classes. Monolingual native speakers of Norwegian learned the same amount of subject matter in bilingual and monolingual classes.
International Electronic Journal of Elementary Education, Mar 1, 2013
DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2012
AbstractThis paper first provides a critic of the implementation of compulsory national assessmen... more AbstractThis paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two assessment regimes on indigenous Maori and Sami - medium schools in the context of historic policies of marginalisation and assimilation. Finally, it notes the crucial role of each national government in securing funding for the production of culturally responsive National Standards and National Testing in the effort of both indigenous groups to protect their languages and cultures.Keywords: Maori, Sami, national assessment, cultural responsivenessIntroduction[Negotiating National Standards] - it's about protectionism. It's about cultural fragility and a social conscious that goes beyond an educational one. (Rau, 2010, personal communication with the second author).A The impassioned statement by Rau1 embodies the key thematic thread that runs through this paper. It epitomises the ethos of the Maori-medium national standards planning team that she lead and of the many people who have lobbied on behalf of Sami for culturally responsive National Testing (NT). The advent of NT in Norway and National Standards (NS) in New Zealand has presented indigenous people with yet another challenge to their language and culture, at the same time as both are under threat. But it is a challenge that they rose to and won.Winning their right to sustain and grow their language and culture is crucial. In 1997, David Crystal estimated that 80% of the world's 6,000 or so living languages would die within the next 100 years (Crystal 1997, p. 17). In New Zealand, Benton (1979) had predicted that without changes to language policy, the death of the Maori language was a certainty. The efforts of Sami in Norway and Maori in New Zealand to save their languages from the contextual background to this paper. The more specific context is the impact of NS and NT on the survival and revival of these languages.The primary objective of our research was to describe the response of Maori and Sami educators to the implementation of national assessment protocols. Their response exemplifies the clash between the political and educational hegemony of a dominant culture, and as Rau (2010) states, indigenous ways of knowing. More fundamentally, it is about power relationships and issues of social justice played out between majority and indigenous institutions and cultures (Bell 2003; Corson 1993; Corson 1995; Cummins 1996; Cummins, 2000). In both countries, the threat to translate assessments from the language of the dominant culture into the languages of the indigenous cultures presented a further threat to indigenous ways of knowing.Our research design utilised primary source documents, including newspapers, the Internet, and official education documents from government institutions. Additionally, it utilised books and peer reviewed articles about the social, educational and political history of the two indigenous groups. An important primary source were semi-structured interviews with Cath Rau, the coordinator of the reo matatini team negotiating the design and implementation of Nga Whanaketanga Rumaki Maori (the Maori-medium National Standards), one of her research team members, with key Sami educators and with academics opposed to the introduction of national assessment protocols in both countries. Also utilised, were the combined experience of the authors who have worked with Maori and Sami educators over many years. Primary source documents were crucial given the unfolding nature of the conflict between Maori and Sami, and the New Zealand and Norwegian educational authorities.This paper describes attempts by Maori and Sami to save their languages, within the broader context of decisions by their respective national governments to introduce national assessment. …
Channel View Publications eBooks, Mar 31, 2023
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2016
The strength of an educational system rests in its design and implementation. Part of what inform... more The strength of an educational system rests in its design and implementation. Part of what informs the design process is knowledge of student needs and valued goals and outcomes. As systems are designed, research evidence informs the implementation process. We are pleased to present a series of articles in this special issue that will aide special educators and administrators design and implement effective educational systems for children with autism spectrum disorders.
DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2016
The strength of an educational system rests in its design and implementation. Part of what inform... more The strength of an educational system rests in its design and implementation. Part of what informs the design process is knowledge of student needs and valued goals and outcomes. As systems are designed, research evidence informs the implementation process. We are pleased to present a series of articles in this special issue that will aide special educators and administrators design and implement effective educational systems for children with autism spectrum disorders.
Multilingual Matters eBooks, Dec 31, 2023
jevne mellomrom oppstår det debatter om sidemålsundervisnin-gen i skolen. Debatten dreier seg da ... more jevne mellomrom oppstår det debatter om sidemålsundervisnin-gen i skolen. Debatten dreier seg da gjerne om skriftlig nynorsk i kommuner og fylker der nynorsk er sidemål. Innleggene er ofte preget av svart–hvitt-tenkning, og som oftest er det bokmålsskrivere som i sine leser-innlegg er kritiske til dagens praksis der alle elever må ha skriftlig nynorsk (bortsett fra elever med samisk som morsmål og elever fra språklige mino-riteter med svake ferdigheter i norsk.) De fleste har imidlertid et langt mer positivt forhold til nynorsk i form av tekster som skal leses i skolen. Forsvarere av skriftlig nynorsk for alle pleier på sin side å basere sine argumenter på likestilling, likeverdig-het, historiske røtter, kulturforank-ring og lignende. Mens den førstnevnte gruppens argumentasjon hovedsakelig base-rer seg på individuelle erfaringer, forsøker den sistnevnte gruppen å argumentere på et prinsipielt og ideologisk grunnlag med historiske og samfunnsmessige forhold som bakteppe. Måten det b...
Assessment in Practice, 2019
Assessment in Practice, 2019
Assessment in Practice, 2019
Multilingual Matters eBooks, Dec 31, 2023
International Electronic Journal of Elementary Education, 2018
ITL - International Journal of Applied Linguistics, 2001
Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject ... more Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject matter in bilingual classes than comparison students in monolingual Norwegian-only classes. Monolingual native speakers of Norwegian learned the same amount of subject matter in bilingual and monolingual classes.