Indigeneity versus diversity
The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspecti...
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Informa UK Limited
2022
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Online Access: | http://dx.doi.org/10.7577/hrer.4466 https://humanrer.org/index.php/human/article/download/4466/4276 |
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crinformauk:10.7577/hrer.4466 2024-09-15T18:33:51+00:00 Indigeneity versus diversity Eggen, Renate Banschbach 2022 http://dx.doi.org/10.7577/hrer.4466 https://humanrer.org/index.php/human/article/download/4466/4276 unknown Informa UK Limited http://creativecommons.org/licenses/by/4.0 Human Rights Education Review volume 5, issue 1, page 136-155 ISSN 2535-5406 journal-article 2022 crinformauk https://doi.org/10.7577/hrer.4466 2024-08-12T04:16:44Z The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway. Article in Journal/Newspaper Sámi Informa Human Rights Education Review 5 1 136 155 |
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The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway. |
format |
Article in Journal/Newspaper |
author |
Eggen, Renate Banschbach |
spellingShingle |
Eggen, Renate Banschbach Indigeneity versus diversity |
author_facet |
Eggen, Renate Banschbach |
author_sort |
Eggen, Renate Banschbach |
title |
Indigeneity versus diversity |
title_short |
Indigeneity versus diversity |
title_full |
Indigeneity versus diversity |
title_fullStr |
Indigeneity versus diversity |
title_full_unstemmed |
Indigeneity versus diversity |
title_sort |
indigeneity versus diversity |
publisher |
Informa UK Limited |
publishDate |
2022 |
url |
http://dx.doi.org/10.7577/hrer.4466 https://humanrer.org/index.php/human/article/download/4466/4276 |
genre |
Sámi |
genre_facet |
Sámi |
op_source |
Human Rights Education Review volume 5, issue 1, page 136-155 ISSN 2535-5406 |
op_rights |
http://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.7577/hrer.4466 |
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Human Rights Education Review |
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5 |
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1 |
container_start_page |
136 |
op_container_end_page |
155 |
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1810475582218043392 |