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...
| Published in: | Human Rights Education Review |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
University of South-Eastern Norway
2022
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| Subjects: | |
| Online Access: | https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 |
| Summary: | 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. publishedVersion |
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