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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University of South-Eastern Norway
2022
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Online Access: | https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 |
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ftntnutrondheimi:oai:ntnuopen.ntnu.no:11250/3044460 2023-05-15T18:14:49+02:00 Indigeneity versus diversity Eggen, Renate W. Banschbach 2022 application/pdf https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 eng eng University of South-Eastern Norway Human Rights Education Review (HRER). 2022, 5 (1), 136-155. urn:issn:2535-5406 https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 cristin:1978778 Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no CC-BY 136-155 5 Human Rights Education Review (HRER) 1 Peer reviewed Journal article 2022 ftntnutrondheimi https://doi.org/10.7577/hrer.4466 2023-01-25T23:43:12Z 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 Article in Journal/Newspaper Sámi NTNU Open Archive (Norwegian University of Science and Technology) Norway Human Rights Education Review 5 1 136 155 |
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NTNU Open Archive (Norwegian University of Science and Technology) |
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ftntnutrondheimi |
language |
English |
description |
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 |
format |
Article in Journal/Newspaper |
author |
Eggen, Renate W. Banschbach |
spellingShingle |
Eggen, Renate W. Banschbach Indigeneity versus diversity |
author_facet |
Eggen, Renate W. Banschbach |
author_sort |
Eggen, Renate W. 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 |
University of South-Eastern Norway |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Sámi |
genre_facet |
Sámi |
op_source |
136-155 5 Human Rights Education Review (HRER) 1 |
op_relation |
Human Rights Education Review (HRER). 2022, 5 (1), 136-155. urn:issn:2535-5406 https://hdl.handle.net/11250/3044460 https://doi.org/10.7577/hrer.4466 cristin:1978778 |
op_rights |
Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.7577/hrer.4466 |
container_title |
Human Rights Education Review |
container_volume |
5 |
container_issue |
1 |
container_start_page |
136 |
op_container_end_page |
155 |
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1766187812627939328 |