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...
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ftunivtroemsoe:oai:munin.uit.no:10037/27548 2023-05-15T18:14:49+02:00 Inclusion as indigenisation? Sámi perspectives in teacher education Somby, Hege Merete Olsen, Torjer Andreas 2022-10-02 https://hdl.handle.net/10037/27548 https://doi.org/10.1080/13603116.2022.2127495 eng eng Routledge International Journal of Inclusive Education Somby HM, Olsen TA. Inclusion as indigenisation? Sámi perspectives in teacher education. International Journal of Inclusive Education. 2022:1-15 FRIDAID 2057940 doi:10.1080/13603116.2022.2127495 1360-3116 1464-5173 https://hdl.handle.net/10037/27548 Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2022 The Author(s) https://creativecommons.org/licenses/by/4.0 CC-BY Journal article Tidsskriftartikkel Peer reviewed publishedVersion 2022 ftunivtroemsoe https://doi.org/10.1080/13603116.2022.2127495 2022-12-01T00:02:23Z 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? Article in Journal/Newspaper Sámi University of Tromsø: Munin Open Research Archive Norway International Journal of Inclusive Education 1 15 |
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University of Tromsø: Munin Open Research Archive |
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ftunivtroemsoe |
language |
English |
description |
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? |
format |
Article in Journal/Newspaper |
author |
Somby, Hege Merete Olsen, Torjer Andreas |
spellingShingle |
Somby, Hege Merete Olsen, Torjer Andreas Inclusion as indigenisation? Sámi perspectives in teacher education |
author_facet |
Somby, Hege Merete Olsen, Torjer Andreas |
author_sort |
Somby, Hege Merete |
title |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_short |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_full |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_fullStr |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_full_unstemmed |
Inclusion as indigenisation? Sámi perspectives in teacher education |
title_sort |
inclusion as indigenisation? sámi perspectives in teacher education |
publisher |
Routledge |
publishDate |
2022 |
url |
https://hdl.handle.net/10037/27548 https://doi.org/10.1080/13603116.2022.2127495 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Sámi |
genre_facet |
Sámi |
op_relation |
International Journal of Inclusive Education Somby HM, Olsen TA. Inclusion as indigenisation? Sámi perspectives in teacher education. International Journal of Inclusive Education. 2022:1-15 FRIDAID 2057940 doi:10.1080/13603116.2022.2127495 1360-3116 1464-5173 https://hdl.handle.net/10037/27548 |
op_rights |
Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2022 The Author(s) https://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.1080/13603116.2022.2127495 |
container_title |
International Journal of Inclusive Education |
container_start_page |
1 |
op_container_end_page |
15 |
_version_ |
1766187814545784832 |