”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula
Since 1974, the curriculum for the Norwegian school has had a overarching part that puts the school and its content into a bigger social and political context. As such, this part of the curriculum is a highly political and ideological text that expresses the state's purpose and interest related...
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Department of International Studies and Interpreting, OsloMet – Oslo Metropolitan University
2018
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fthioojs:oai:ojs2.journals.hioa.no:article/2248 2023-05-15T18:12:41+02:00 ”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula Olsen, Torjer Andreas Andreassen, Bengt-Ove 2018-09-17 application/pdf https://journals.oslomet.no/index.php/fleks/article/view/2248 eng eng Department of International Studies and Interpreting, OsloMet – Oslo Metropolitan University https://journals.oslomet.no/index.php/fleks/article/view/2248/2843 https://journals.oslomet.no/index.php/fleks/article/view/2248 Opphavsrett 2018 Torjer Andreas Olsen, Bengt-Ove Andreassen FLEKS - Scandinavian Journal of Intercultural Theory and Practice; Vol. 5 No. 1 (2018): Samer som urfolk i skole og samfunn FLEKS - Scandinavian Journal of Intercultural Theory and Practice; Vol 5 Nr 1 (2018): Samer som urfolk i skole og samfunn 1894-5988 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2018 fthioojs 2021-10-19T20:06:07Z Since 1974, the curriculum for the Norwegian school has had a overarching part that puts the school and its content into a bigger social and political context. As such, this part of the curriculum is a highly political and ideological text that expresses the state's purpose and interest related to the school. This article looks into how indigenous people, minorities and diversity is represented in the general part of the curriculum from 1974 to 2017. The changing curricula show changes in the official politics and views on diversity. Through an analysis of the curricula we explore which terms and concepts that are used in the description of people and groups in Norwegian society. We focus primarily on the representation of the Sami, who move from being people in "mixed language districts" with limited rights, via being an "ethnic minority", to being an indigenous people with a set of rights. Further, we look into how the diverse society is represented, from the use of "alien workers", via "immigrants", to just "diversity". We argue that the concepts or strategies of politics of recognition and politics of integration respectively can be used to describe the curricula. Norway's educational policy towards minorities and indigenous people seems to exist between these two. In the end, this leave diversity competence as an important concept in the future Norwegian school. Article in Journal/Newspaper sami Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals |
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Open Polar |
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Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals |
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fthioojs |
language |
English |
description |
Since 1974, the curriculum for the Norwegian school has had a overarching part that puts the school and its content into a bigger social and political context. As such, this part of the curriculum is a highly political and ideological text that expresses the state's purpose and interest related to the school. This article looks into how indigenous people, minorities and diversity is represented in the general part of the curriculum from 1974 to 2017. The changing curricula show changes in the official politics and views on diversity. Through an analysis of the curricula we explore which terms and concepts that are used in the description of people and groups in Norwegian society. We focus primarily on the representation of the Sami, who move from being people in "mixed language districts" with limited rights, via being an "ethnic minority", to being an indigenous people with a set of rights. Further, we look into how the diverse society is represented, from the use of "alien workers", via "immigrants", to just "diversity". We argue that the concepts or strategies of politics of recognition and politics of integration respectively can be used to describe the curricula. Norway's educational policy towards minorities and indigenous people seems to exist between these two. In the end, this leave diversity competence as an important concept in the future Norwegian school. |
format |
Article in Journal/Newspaper |
author |
Olsen, Torjer Andreas Andreassen, Bengt-Ove |
spellingShingle |
Olsen, Torjer Andreas Andreassen, Bengt-Ove ”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
author_facet |
Olsen, Torjer Andreas Andreassen, Bengt-Ove |
author_sort |
Olsen, Torjer Andreas |
title |
”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
title_short |
”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
title_full |
”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
title_fullStr |
”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
title_full_unstemmed |
”Urfolk” og ”mangfold” i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula |
title_sort |
”urfolk” og ”mangfold” i skolens læreplaner: english title: "indigenous peoples" and "diversity" in the school curricula |
publisher |
Department of International Studies and Interpreting, OsloMet – Oslo Metropolitan University |
publishDate |
2018 |
url |
https://journals.oslomet.no/index.php/fleks/article/view/2248 |
genre |
sami |
genre_facet |
sami |
op_source |
FLEKS - Scandinavian Journal of Intercultural Theory and Practice; Vol. 5 No. 1 (2018): Samer som urfolk i skole og samfunn FLEKS - Scandinavian Journal of Intercultural Theory and Practice; Vol 5 Nr 1 (2018): Samer som urfolk i skole og samfunn 1894-5988 |
op_relation |
https://journals.oslomet.no/index.php/fleks/article/view/2248/2843 https://journals.oslomet.no/index.php/fleks/article/view/2248 |
op_rights |
Opphavsrett 2018 Torjer Andreas Olsen, Bengt-Ove Andreassen |
_version_ |
1766185184405749760 |