Inclusion as indigenisation? Sámi perspectives in teacher education
The Norwegian educational system is in the process of recognising and incorporating the rights of the Sámi as an Indigenous people. This transition will place new and challenging demands on teacher education programmes. The international goal within the field of inclusive education has been to give...
| Published in: | International Journal of Inclusive Education |
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| Main Authors: | , |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://hdl.handle.net/11250/3031602 https://doi.org/10.1080/13603116.2022.2127495 |
| Summary: | The Norwegian educational system is in the process of recognising and incorporating the rights of the Sámi as an Indigenous people. This transition will place new and challenging demands on teacher education programmes. The international goal within the field of inclusive education has been to give all children and youth equal opportunities for education, as exemplified by the UN Sustainable Development Goals and the Salamanca Statement. However, the literature still commonly defines inclusive education according to the place of education (inclusion as placement). Moreover, the Indigenous community in Norway has largely been victimised by an assimilation process that employs placement in ordinary education as a primary strategy. Now that the Norwegian education system has placed more emphasis on recognising and incorporating the rights of the Sámi as an Indigenous people, teacher programmes must be examined to determine how they reflect this added focus on the Sámi culture. Will an inclusion approach be sufficient? Or are more radical strategies towards indigenisation needed? publishedVersion |
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