"Urfolk" og "mangfold" i skolens læreplaner
Source at https://doi.org/10.7577/fleks.2248 . 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 expresse...
Published in: | FLEKS - Scandinavian Journal of Intercultural Theory and Practice |
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Format: | Article in Journal/Newspaper |
Language: | Norwegian Bokmål |
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Oslo Metropolitan University
2018
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Online Access: | https://hdl.handle.net/10037/15061 https://doi.org/10.7577/fleks.2248 |
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ftunivtroemsoe:oai:munin.uit.no:10037/15061 2023-05-15T18:12:47+02:00 "Urfolk" og "mangfold" i skolens læreplaner Olsen, Torjer Andreas Andreassen, Bengt-Ove 2018-09-17 https://hdl.handle.net/10037/15061 https://doi.org/10.7577/fleks.2248 nob nob Oslo Metropolitan University FLEKS - Scandinavian Journal of Intercultural Theory and practice Olsen, T.A. & Andreassen, B.O.A. (2018). "Urfolk" og "mangfold" i skolens læreplaner. FLEKS - Scandinavian Journal of Intercultural Theory and practice, 5 (1). https://doi.org/10.7577/fleks.2248 FRIDAID 1610802 https://doi.org/10.7577/fleks.2248 1894-5988 https://hdl.handle.net/10037/15061 openAccess VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Curriculum indigenous people indigenous education diversity minorities school Journal article Tidsskriftartikkel Peer reviewed 2018 ftunivtroemsoe https://doi.org/10.7577/fleks.2248 2021-06-25T17:56:21Z Source at https://doi.org/10.7577/fleks.2248 . 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 University of Tromsø: Munin Open Research Archive FLEKS - Scandinavian Journal of Intercultural Theory and Practice 5 1 |
institution |
Open Polar |
collection |
University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
Norwegian Bokmål |
topic |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Curriculum indigenous people indigenous education diversity minorities school |
spellingShingle |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Curriculum indigenous people indigenous education diversity minorities school Olsen, Torjer Andreas Andreassen, Bengt-Ove "Urfolk" og "mangfold" i skolens læreplaner |
topic_facet |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Curriculum indigenous people indigenous education diversity minorities school |
description |
Source at https://doi.org/10.7577/fleks.2248 . 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 |
author_facet |
Olsen, Torjer Andreas Andreassen, Bengt-Ove |
author_sort |
Olsen, Torjer Andreas |
title |
"Urfolk" og "mangfold" i skolens læreplaner |
title_short |
"Urfolk" og "mangfold" i skolens læreplaner |
title_full |
"Urfolk" og "mangfold" i skolens læreplaner |
title_fullStr |
"Urfolk" og "mangfold" i skolens læreplaner |
title_full_unstemmed |
"Urfolk" og "mangfold" i skolens læreplaner |
title_sort |
"urfolk" og "mangfold" i skolens læreplaner |
publisher |
Oslo Metropolitan University |
publishDate |
2018 |
url |
https://hdl.handle.net/10037/15061 https://doi.org/10.7577/fleks.2248 |
genre |
sami |
genre_facet |
sami |
op_relation |
FLEKS - Scandinavian Journal of Intercultural Theory and practice Olsen, T.A. & Andreassen, B.O.A. (2018). "Urfolk" og "mangfold" i skolens læreplaner. FLEKS - Scandinavian Journal of Intercultural Theory and practice, 5 (1). https://doi.org/10.7577/fleks.2248 FRIDAID 1610802 https://doi.org/10.7577/fleks.2248 1894-5988 https://hdl.handle.net/10037/15061 |
op_rights |
openAccess |
op_doi |
https://doi.org/10.7577/fleks.2248 |
container_title |
FLEKS - Scandinavian Journal of Intercultural Theory and Practice |
container_volume |
5 |
container_issue |
1 |
_version_ |
1766185276979281920 |