”Urfolk” og ”mangfold” i skolens læreplaner

Olsen, Torjer A.; Andreassen, Bengt-Ove

doi:10.7577/fleks.2248

Cited by 24 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What is remarkable is the development from the almost nonexistent Sámi content in the former core curricula to the current core curriculum, in which Sámi themes are visible throughout the entire text. This development is also a clear indication that Sámi and indigenous content will be more visible in the new subject curricula (Olsen & Andreassen, 2018).…”

Section: Indigenise Mainstream Education -Some Examplesmentioning

confidence: 88%

“…The new core curriculum (called "overordnet del" in Norwegian) was adopted in September 2017 but is yet to be implemented. The core curriculum is the basis for the subject curricula and is, therefore, a significant document on many levels (Olsen & Andreassen, 2018). What is remarkable is the development from the almost nonexistent Sámi content in the former core curricula to the current core curriculum, in which Sámi themes are visible throughout the entire text.…”

Section: Indigenise Mainstream Education -Some Examplesmentioning

confidence: 99%

See 1 more Smart Citation

From indigenous education to indigenising mainstream education

Gjerpe¹

2018

FLEKS

View full text Add to dashboard Cite

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.

show abstract

Section: Indigenise Mainstream Education -Some Examplesmentioning

confidence: 88%

Section: Indigenise Mainstream Education -Some Examplesmentioning

confidence: 99%

From indigenous education to indigenising mainstream education

Gjerpe¹

2018

FLEKS

View full text Add to dashboard Cite

show abstract

“…It is a public expression of official policy, and contributes to the state-led construction of truth regimes (Ball 1994). A revision of this curriculum document thus signals a political change (Olsen & Andreassen, 2018). The political passing of this new document was the first step in a currently ongoing major curriculum reform in Norway.…”

Section: Research Methods and Materialsmentioning

confidence: 96%

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

Eriksen¹

2018

HRER

View full text Add to dashboard Cite

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.

show abstract

“…It is not until the 1970s that this absence and invisibility is changed. With the national curriculum introduced for primary and secondary school in 1974, the Sámi are included in a much broader extent compared to earlier curricula, albeit in simplistic and stereotypical terms (Olsen and Andreassen 2018). With the coming of the first and second Sámi curriculum in 1997 and 2006 (the RE curriculum was published in 2005), the first expressions of what have been labelled 'indigenization' in the educational system are seen (Olsen 2017;Folkenborg 2008;Gjerpe 2017).…”

Section: The Sámi and The Norwegian Educational Systemmentioning

confidence: 99%

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Andreassen

Olsen

2020

Religions

Self Cite

View full text Add to dashboard Cite

In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. ‘Circumpolar indigenous people’s religion’ is a concept and a category that is primarily found within the Sámi curriculum of Norway’s educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.

show abstract

”Urfolk” og ”mangfold” i skolens læreplaner

Cited by 24 publications

References 3 publications

From indigenous education to indigenising mainstream education

From indigenous education to indigenising mainstream education

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

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Contact Info

Product

Resources

About