In September, the open-access journal FLEKS – Scandinavian Journal of Intercultural Theory and Practice published a special issue on the Sámi as indigenous people in education and society. Torjer Olsen (UiT) from the ICE project was guest editor of this special issue together with Cato Christensen (OsloMet). Furthermore, two of the articles are written by researchers connected to the ICE project.
In their introduction, Olsen and Christensen point out that there always has been cultural, linguistic, and ethnic diversity in Norway. Although, it is easy to get the idea that Norway as a multicultural country is the result of immigrants coming to Norway the last decades. Olsen and Christensen discuss that Sámi topics are often part of research within indigenous studies, which makes it possible to make comparisons to other indigenous peoples. At the same time, this makes Sámi topics less part of the research discourse on diversity in Norway.
Click here to read the introduction by the guest editors (in Norwegian).
The first article written by Olsen and Bengt-Ove Andreassen addresses the representation of indigenous people, minorities, and diversity in the national curriculum in Norway. The analysis is based on the general part of the curricula from 1974 to 2017. In their article, Olsen and Andreassen state that changes in the official politics regarding the Sámi and the diverse society are reflected in the curricula over time.
Click here to read the article by Olsen and Andreassen (in Norwegian).
In her article, Kajsa K. Gjerpe discusses the concept of “indigenous education” in Norway and Aotearoa New Zealand. In both countries, a majority of the indigenous students are enrolled at mainstream schools. Gjerpe argues that these schools, therefore, play an important role in indigenous education. First, Gjerpe gives an overview of indigenous education in Norway and Aotearoa New Zealand and makes a comparison. Thereafter, she discusses indigenisation of mainstream education.
Click here to read the article by Gjerpe (in English).