Indigenous Issues in Early Childhood Education Curricula in Norway and Aotearoa/New Zealand

Olsen, Torjer A.; Andreassen, Bengt-Ove

doi:10.1007/s40841-017-0085-0

Cited by 13 publications

(21 citation statements)

References 9 publications

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“…It demands that majority teachers have a high degree of cultural competence. In addition, it is positioned within the majority perspective, and this inclusion can also be seen as a way of communicating an asymmetrical relationship (Olsen & Andreassen, 2017). Research from Aotearoa/New Zealand has pointed to the risk of mainstreaming becoming 'whitestreaming', due to the majority lacking adequate knowledge .…”

Section: Research Methods and Materialsmentioning

confidence: 99%

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Eriksen¹

2018

HRER

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The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.Abstract: The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions for the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.

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Section: Research Methods and Materialsmentioning

confidence: 99%

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Eriksen¹

2018

HRER

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“…He whāriki mātauranga mō ngā mokopuna o Aotearoa (Te Whāriki en adelante), publicado el 2017. Ambos han sido seleccionados por su reconocimiento en la bibliografía específica como currículums paradigmáticos; Nueva Zelanda/Aotearoa por su perspectiva crítica y multicultural (Craw, 2015;Hedges & Cooper, 2014;Nuttall, 2013;Olsen & Andreassen, 2017;Ritchie, 2015) y Finlandia por sus resultados en los análisis educativos, en los que destaca en múltiples apartados incluyendo la EA (Bamford, 2009;Red Eurydice, 2009). Para la valoración y comparación de los dos programas se ha desarrollado un análisis documental de los currículos (Bowen, 2009), partiendo de una aproximación comparativa.…”

Section: Metodologíaunclassified

“…Para ello se analiza detenidamente el modelo de EA de los currículums de EI de Nueva Zelanda (Aotearoa en lengua maorí) y Finlandia, dado que han sido internacionalmente reconocidos y considerados ejemplos paradigmáticos (Bamford, 2009;Chan, 2011;Craw, 2015;Farquhar, 2015;Hedges & Cooper, 2014;Olsen & Andreassen, 2017;Ritchie, 2015). Se realiza un análisis exhaustivo del tratamiento de la EA en ambos currículums, con los siguientes objetivos:…”

Section: Introductionunclassified

De Finlandia a Nueva Zelanda. Las artes en educación infantil

Oliver

2020

Arte Individ. Soc.

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En este artículo se analiza y compara el tratamiento de la educación artística en los currículums de Educación Infantil de Finlandia y Nueva Zelanda/Aotearoa, dos currículums internacionalmente reconocidos. Nuestro objetivo es examinar los puntos en común de estos dos currículums con vistas a identificar buenas prácticas en la elaboración de un currículo artístico en la primera infancia. Para ello se realiza un análisis documental mixto, utilizando una aproximación comparativa en base a dos constructos que parten de nuestro marco teórico: lugar del arte en la estructura curricular y el sentido de la educación artística. Los resultados señalan en primer lugar que el arte y la cultura ocupan un papel claro, relevante y transversal en los currículums, en segundo lugar muestran una diversidad de argumentos que justifican la educación artística, pero todos coherentes bajo un paradigma socioconstructivista que pretende una sociedad más justa; en tercer lugar indican la necesidad de adaptar el currículum al contexto y a la cultura local, y en cuarto y último lugar una ligera apertura hacia nuevas disciplinas artísticas como circo o audiovisuales.

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“…A limited amount of comparative educational research on Norway and Aotearoa New Zealand exists. Olsen and Andreassen (2017) analysed the curricular content in both Norway and Aotearoa New Zealand, focusing on their comparative aspects. Regarding Sámi educational research, it is possible to identify core themes: the development of the Sámi school (Balto, 1997b;Haetta, 1997;Keskitalo et al, 2013), the development and implementation of the Sámi curricula (Bergland, 2001;Folkenborg, 2008;Hirvonen, 2003Hirvonen, , 2004Hirvonen & Keskitalo, 2004;Haetta, 1997;Solstad et al, 2009;Solstad et al, 2010;Solstad, Nygaard, & Solstad, 2012;Øzerk, 2006), and the use and development of Sámi language in schools (Todal, 2004).…”

Section: Comparative Research and Dominant Research Themesmentioning

confidence: 99%

“…For the purpose of this article, I distinguish between the separate fields of "indigenous education" and "mainstream education". In line with Olsen & Andreassen (2017), I use the term "indigenous education" to refer to education that is primarily for indigenous students, while I use "mainstream education" to describe the formalised, state-run education in both states.…”

Section: Introductionmentioning

confidence: 99%

From indigenous education to indigenising mainstream education

Gjerpe¹

2018

FLEKS

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The purpose of this article is to discuss the concept of “indigenous education” in Norway and Aotearoa New Zealand. The point of departure is that both states face a common challenge with regard to indigenous education: Valuable resources are used on indigenous schools, but the majority of indigenous students attend mainstream schools. The article claims that the emphasis on indigenous schools has been necessary and important as part of the indigenous political movement. Nevertheless, in order to achieve culturally appropriate education for all indigenous pupils, this article argues that there is a need to indigenise mainstream education.

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Indigenous Issues in Early Childhood Education Curricula in Norway and Aotearoa/New Zealand

Cited by 13 publications

References 9 publications

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

De Finlandia a Nueva Zelanda. Las artes en educación infantil

From indigenous education to indigenising mainstream education

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