{"id":21,"date":"2018-01-15T10:29:15","date_gmt":"2018-01-15T09:29:15","guid":{"rendered":"https:\/\/site.uit.no\/ice\/?page_id=21"},"modified":"2021-02-15T05:08:21","modified_gmt":"2021-02-15T04:08:21","slug":"publications","status":"publish","type":"page","link":"https:\/\/site.uit.no\/ice\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

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admin_label=”2020 Publications” _builder_version=”4.0.4″ background_layout=”dark” background_color=”#01a4df” text_line_height=”1em” text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” 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2020 Publications
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Andreassen, B.-O.<\/strong> (2020). Doctoral theses on Laestadius and the Laestadian movement 1937\u20132018. Approaching Religion<\/em>, 10<\/em>(1), 91\u2013109. https:\/\/doi.org\/10.30664\/ar.86819<\/a><\/p>\n

Abstract
<\/strong>The scope of the review is all doctoral theses that exist on Laestadius and the Laestadian movement. A total of 31 doctoral theses on Laestadius and the Laestadian movement are included in this review. The Laestadian movement is an international one, albeit primarily established in the Nordic countries, Finland, Norway, and Sweden. The review aims to present an overview of doctoral theses, countries in which they are produced, which academic disciplines that have contributed to the research, and finally discusses some main tendencies.<\/p>\n

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Andreassen, B.-O., & Olsen, T. A.<\/strong> (2020). \u2018Sami religion\u2019 in S\u00e1mi curricula in RE in the Norwegian school system: An analysis of the importance of terms. Religions, 11<\/em>(9), 1\u201316. https:\/\/doi.org\/10.3390\/rel11090448<\/a><\/p>\n

Abstract
<\/strong>In this article, we map and analyse the changes in conceptualisation and ideas on S\u00e1mi and indigenous people in the S\u00e1mi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the S\u00e1mi as an indigenous people. \u2018Circumpolar indigenous people\u2019s religion\u2019 is a concept and a category that is primarily found within the S\u00e1mi curriculum of Norway\u2019s educational system. As such, we argue it is a way of religion making through the conceptualization of S\u00e1mi religion in particular, and indigenous religions in general.<\/p>\n

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Fogarty, W<\/strong>. (2020). The CoVID-19 conundrum in remote Indigenous Australia: Schools. In F. Markham, D. Smith & F. Morphy (Eds.), Indigenous Australians and the COVID-19 crisis: Perspectives on public policy<\/em> (CAEPR Topical Issue No. 1\/2020, pp.\u00a021\u201323). Centre for Aboriginal Economic Policy Research, The Australian National University. https:\/\/doi.org\/10.25911\/5e8702ec1fba2<\/a><\/p>\n

Abstract
<\/strong>This is one of eight short papers that have been written during the rapid escalation of the Australian response to the COVID-19 pandemic. First Nations people are being, and will continue to be, affected by this crisis in ways that differ from the effects on other Australians. The pandemic risks exacerbating deep-seated health, social and economic inequities in Australian society, especially the long-standing inequalities between First Nations people and other Australians. The pandemic has also made plain the shortcomings of the relationships between Indigenous people and Australian governments, revealing a governance gap that is difficult to ignore. But despite these inimical conditions, the disruption of the COVID-19 crisis is opening up new opportunities for public policy change. And many First Nation organisations and communities are leading the way. Unprecedented new government expenditure creates space for policy innovation, as the boundaries of what is possible become blurred. The pandemic is a time of stark risks, but it is also a time when informed policy bravery could create new foundations for a better future.<\/p>\n

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Frangou, S.-M., & Keskitalo, P.<\/strong> (2020). Enhancing social learning through digital applications: Life stance education and S\u00e1mi pedagogy move to synchronous distance learning in teacher education. In R. E. Ferdig, E. Baumgartner, R. Hartshorn., R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field<\/em> (pp.\u00a023\u201326). Association for the Advancement of Computing in Education.<\/p>\n

Abstract
<\/strong>This article explores how courses in life stance education and Sami pedagogy in the primary school teacher education program at the University of Lapland were transferred online mid-session due to the COVID-19 pandemic and how the lecturers (N = 2) and preservice teachers (N = 64) experienced distance learning. The lectures were organized so that the learning expectations were fulfilled, hence, the chosen applications supported interactive and dialogical working methods leading to social learning. The students\u2019 feedback was generally positive, and they were pleased that an interactive and dialogical atmosphere could be created with synchronous distance learning. Students also expressed that online learning put them under time pressure, made delimiting tasks more difficult, and induced in them a need for one-on-one supervision. Lecturers need to take these implications into account when planning and conducting online teaching. The process created a two-way-learning place for lecturers and preservice teachers alike.<\/p>\n

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Keskitalo, P., Frangou, S.-M., & Chohan, I.<\/strong> (2020). Education design research in collaboration with students: Using digital tools to learn and reindeer herding within a vocational S\u00e1mi pedagogical context. Education in the North, 27<\/em>(1), 58\u201377. https:\/\/doi.org\/10.26203\/3jtv-9g81<\/a><\/p>\n

Abstract
<\/strong>This article aims to develop and update a reindeer herding study programme in a vocational school in Lapland, Finland in cooperation with the teachers and students. The possibilities for developing motivating learning environments are investigated in the context of reindeer herding, with the ultimate objective being to enhance student interest in their studies and working life through the use of digital technologies. Educational design research is optimal because it is founded upon the needs and challenges of education providers, and solutions can be developed through cyclical processes involving reindeer herding study programme students. Data were collected through focus group interviews. During the development process, particular attention was given to indigenous S\u00e1mi pedagogy to consider the students\u2019 sociocultural backgrounds and the ecocultural learning environment. The Triple E framework (Kolb, 2017) is applied to analyse the results in terms of how technology (a) motivates students to actively engage in learning, (b) enhances and builds upon their learning and (c) extends and bridges learning to students\u2019 everyday lives and working lives. Based on the results, we created a model of vocational S\u00e1mi pedagogy that highlights a working-life connection, sustainable ecocultural context, motivation and meaningful digital solutions.<\/p>\n

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Ninkova, V.<\/strong> (2020). Perpetuating the myth of the \u2018wild Bushman\u2019: Inclusive multicultural education for the Omaheke Ju|’hoansi in Namibia. Comparative Education Review<\/em>, 64<\/em> (2), 159\u2013179. https:\/\/doi.org\/10.1086\/708177<\/a><\/p>\n

Abstract
<\/strong>Namibia has adopted an inclusive education policy with emphasis on cultural and linguistic diversity. The policy encourages educators to adapt the curriculum and include content that reflects the cultural background of their learners. Despite these positive provisions, severely marginalized groups, such as the Omaheke Ju|’hoansi, continue to underperform and drop out of school at greater rates than learners from other groups. This article is based on ethnographic work in eight primary schools in east central Namibia and explores how educators understand and treat Ju|’hoan culture in schools. Analysis of the data points to preoccupation with superficial cultural differences that further marginalize Ju|’hoan learners. The study discusses the challenges of multicultural education for severely marginalized groups and questions its applicability in a highly segregated society.<\/p>\n

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O\u2019Bryan, M., & Fogarty, W.<\/strong> (2020). Boarding off and on Country: A study of education in one northern territory remote community<\/em> (CAEPR Commissioned Report No. 04). Centre for Aboriginal Economic Policy Research, The Australian National University. https:\/\/doi.org\/10.25911\/5f1fff279309f<\/a><\/p>\n

Abstract
<\/strong>In 2020, young people from remote communities in Australia\u2019s Northern Territory are required to attend boarding school in order to access a full secondary education. Commissioned by elders in one Northern Territory remote community, this report investigates the intended and unintended consequences of this policy approach at individual and community level. Working with families, researchers tracked the education histories of 100 12\u201321-year-old young people identified as community members. Findings reveal that for this community, the supply of boarding places is not equal to demand, and that families experience difficulties securing secondary pathways for their children. Members of the research cohort had been dispersed among 38 different schools across 16 cities or towns in every state or territory of mainland Australia. A concerning pattern of early disengagement from education and low levels of academic attainment is apparent, with consequences for youth wellbeing and community cohesion.<\/p>\n

Findings of the study indicate the need for further systems-level research to test the generalisability of findings across other remote communities. They demonstrate that educational determinants in remote contexts (such as the community in this study) including housing, health, justice and employment need to be explicitly understood and quantified in policy discussions concerning educational effectiveness and secondary provision cost. The study has shown a large disconnect between local educational aspiration and system-level provision. Policy decisions should seek to identify models which are shown to increase the likelihood of education engagement and attainment in place. The community involved in this study are adamant that \u2018place-based approaches\u2019 to educational development must be paramount. This is likely to be generalised to other remote settings.<\/p>\n

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Paksuniemi, M., K\u00f6rkk\u00f6, M., Keskitalo, P., & Norvapalo, K.<\/strong> (Eds.). (2020). Guide to culturally responsive teaching and diverse learners in the daily life of schools<\/em>. Migration Institute of Finland.<\/p>\n

Abstract
<\/strong>The purpose of this booklet is to increase research-based knowledge of culturally responsive teaching and offer practical examples that can be used in primary school teacher training and when tutoring and teaching learners with a diverse needs and minority or immigrant backgrounds. The name of this booklet derives from the idea, shared by the three projects, of applying culturally responsive teaching in the daily activities of teachers and schools. This guide is a response to the need to manage increasingly diverse teaching contexts. Teachers and primary school student teachers need information about the theory and practice of culturally responsive teaching in order to manage complex learning and teaching situations. The authors of this guide are experts from the three projects as well as invited writers.<\/p>\n

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Sarivaara, E. K., Keskitalo, P., & Ratinen, I.<\/strong> (2020). Finnish student teachers’ conceptions and experiences of nature. Journal of Adventure Education and Outdoor Learning<\/em>, 1\u201311. https:\/\/doi.org\/10.1080\/14729679.2020.1755705<\/a><\/p>\n

Abstract
<\/strong>Based on the premise that outdoor-oriented learning relies on students’ perceptions of nature, this study contributes to the development of outdoor-based education in the Arctic and northern context. The study analyses conceptions and lifetime experiences of nature as reported by students (N\u00a0=\u00a046) in Sustainability and Outdoor Education-Oriented Teacher Education in Finland. A web-based questionnaire was used to gather data for content analysis. The results revealed variations in the students’ perceptions, although all were very aware of their connection to nature in the Arctic. The findings confirm the need for teachers to be aware that students’ perceptions and lived experiences of nature affect their ability to work with nature-related issues. As those perceptions vary according to background, personal connections and existing knowledge, student-centred education for teachers should take account of these factors.<\/p>\n

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Trimmer, K., Hoven, D., & Keskitalo, P.<\/strong> (Eds.). (2020). Indigenous postgraduate education: Intercultural perspectives.<\/em> Information Age Publishing.<\/p>\n

Abstract
<\/strong>This book focuses on Indigenous participation in postgraduate education. The collaborating editors, from the contexts of Australian, Canadian and Nordic postgraduate education, have brought together voices of Indigenous postgraduate students and researchers about strategies to support postgraduate education for Indigenous students globally and to promote sustainable solution-focused and change-focused strategies to support Indigenous postgraduate students. The role of higher education institutions in meeting the needs of Indigenous students is considered by contributing scholars, including issues related to postgraduate education pedagogies, flexible learning and technologies. On a more fundamental level the book provides a valuable resource by giving voice to Indigenous postgraduate students themselves who share directly the stories of their experience, their inspirations and difficulties in undertaking postgraduate study. This component of the book gives precedence to the issues most relevant and important to students themselves for consideration by universities and researchers. Bringing the topic and the voices of Indigenous students clearly into the public domain provides a catalyst for discussion of the issues and potential strategies to assist future Indigenous postgraduate students.<\/p>\n

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2019 Publications
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Andreassen, B.-O.<\/strong> (2019). \u2018Knowledge about religions\u2019 and analytical skills in religious education: Reflections from a Norwegian context. Center for Educational Policy Studies Journal,<\/em> 9<\/em>(4), 73\u201390. https:\/\/doi.org\/10.26529\/cepsj.676<\/a><\/p>\n

Abstract
<\/strong>Religious education appears in many different models and varies between educational systems and national contexts. Theoretically, religious education is usually divided into confessional and non-confessional models. However, as several researchers have pointed out, the non-confessional models can be \u2018marinated\u2019 in confessional religion. In most national contexts, regardless of the model on which it is based, religious education is intended to serve the promotion of social cohesion by way of promoting knowledge and understanding of the new multi\u2011religious world. However, in official documents and scholarly literature, there is a taken-for-granted relationship between \u2018knowledge of religion\u2019 and such general aims. In the article, critical questions concerning this relationship will be raised.<\/p>\n

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Andreassen, B.-O.<\/strong> (2019). Taler i trykk: Bokhistoriske perspektiver p\u00e5 utgivelser av L\u00e6stadius’ taler. Din\u2014Tidsskrift for religion og kultur,<\/em> 1, 7\u201333.<\/p>\n

Abstract
<\/strong>The aim of this article is twofold. First, a mapping of Norwegian and Swedish translations and releases of Lars Levi Laestadius\u2019 sermons will be made. Secondly, a book-historical approach to each publication will contexualise the background for the release and the translation. The mapping has shown that later translations are related with one (or more) of three Finnish postillas in the period 1876 to 1924, which simply are referred to as the first, second and third postilla. The book-historical approach shows that releases of Laestadius\u2019 speeches primarily is a matter of internal interest in the Laestadian movement. Furthermore, most of the of publications in Finnish, Norwegian and Swedish can be linked to initiatives from one specific Laestadian group, The Firstborn group. Findings from the article\u2019s mapping are finally discussed in reference to book-historical perspectives. Among other things, it is discussed whether or not the Firstborn\u2019s special engagement can be said to be a quest to adjust new translations to existing preaching.<\/p>\n

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Andreassen, B.-O.<\/strong> (2019). The Norwegian political discourse on prohibiting Muslim garments: An analysis of four cases in the period 2008\u20132018. Changing Societies and Personalities,<\/em> 3<\/em>(4), 353\u2013372. https:\/\/doi.org\/10.15826\/csp.2019.3.4.082<\/a><\/p>\n

Abstract
<\/strong>The public and political debate about Islam and Muslims in Norway have revolved around issues like topics of integration and \u201cradicalisation\u201d and the compatibility of Islam with democracy and \u201cWestern values\u201d. Clothing related to Muslims \u2013 i.e. Muslim women \u2013 such as hijab, niqab, and burqa are in the public and political debate often referred to as examples that Islam is not compatible with \u201cNorwegian\u201d (or \u201cWestern\u201d) values. Several political initiatives in order to ban Muslim garments in public places or in school has been rejected with reference to the Norwegian state\u2019s obligations to Human Rights. This article will illustrate how the political debate about Muslim garments have evolved in the period from 2008 to 2018. Four cases will be presented to illustrate this development, and show how each case have been evaluated by the Ministry of Justice in order to decide whether or not the propositions could be a violation of the Norwegian state\u2019s obligation to Human Rights. The fourth case will illustrate how secular arguments, and the strategic understanding of niqab and burqa as \u201cneutrally designed\u201d, paved the way for a national regulation and a ban on clothing covering the face in educational settings.<\/p>\n

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Hammine<\/strong>, M.,<\/strong> Keskitalo<\/strong>, P., & <\/strong>Sarivaara<\/strong>, E. K.<\/strong> (2019). S\u00e1mi language teachers\u2019 professional identities explained through narratives about language acquisition. The Australian Journal of Indigenous Education, 49<\/em>(1), 89\u201397. https:\/\/doi-org.virtual.anu.edu.au\/10.1017\/jie.2018.22<\/a><\/p>\n

Abstract
<\/strong>Conducted in northern Finland, this study examines S\u00e1mi language teachers\u2019 professional identities through their narratives of language acquisition. We focus on how teachers\u2019 professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt S\u00e1mi language teachers. Two aspects of teachers\u2019 narratives were significantly linked to their identities as S\u00e1mi language teachers: (1) their backgrounds (indigenous\/non-indigenous) and (2) their language acquisition experiences (acquired S\u00e1mi language in childhood\/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of S\u00e1mi languages. In addition, non-indigenous teachers were willing to further the development of S\u00e1mi languages although they are not indigenous, which perhaps contributes towards the future of S\u00e1mi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers\u2019 in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers\u2019 language acquisition experiences and their current work situations shape their professional identity.<\/p>\n

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Keskitalo, P.<\/strong> (2019). Place and space in S\u00e1mi education. Policy Futures in Education, 17<\/em>(4), 560\u2013574. https:\/\/doi.org\/10.1177\/1478210319848530<\/a><\/p>\n

Abstract
<\/strong>This article considers the S\u00e1mi understanding of time and place in pedagogical settings. The study is based on research material gathered at S\u00e1mi schools and from teaching conducted in the S\u00e1mi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools\u2019 pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the S\u00e1mi worldview and traditional knowledge should be closely connected to school practices. This means that the S\u00e1mi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils\u2019 motivation and sense of connection to the local area. With mediating structures \u2013 connected to multicultural educational contexts \u2013 such educational systems could be developed.<\/p>\n

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Keskitalo, P., & Olsen, T.<\/strong> (2019). Historical and political perspectives on S\u00e1mi and inclusive school systems in Norway. In M. C. Beaton, D. B. Hirshberg. G. R. Maxwell, & J. Spratt (Eds.), Including the North: A comparative study of the policies on inclusion and equity in the Circumpolar North <\/em>(pp.\u00a0109\u2013123). Lapland University Press.<\/p>\n

Abstract
<\/strong>The aim of this chapter is to introduce Norway\u2019s inclusive education policies for two separate school systems: the national Norwegian and the S\u00e1mi systems. This chapter is based on research done in Norway on its national and S\u00e1mi schools and their curricula. Norway is an interesting example when it comes to indigenous education and national schools, as state policies on diversity and minority and indigenous issues have been consciously implemented in both school systems. The evolution of these guidelines, as written in education curricula and as implemented in practice, is the core focus of this article. This chapter aims to describe and contemplate the overarching and general tendencies of S\u00e1mi schools and issues in Norway, which have received little scholarly attention. We build on and add to the existing research by combining issues related to the national, or mainstream, school systems with issues related to the S\u00e1mi school systems. We will present historical and political perspectives on these inclusive school systems. First, we will look at how S\u00e1mi subject matters have been introduced into curricula in national schools and kindergartens and what is practically meant by incorporating the S\u00e1mi contents. Second, the general educational inclusiveness and cultural inclusiveness practiced in S\u00e1mi schools will be examined.<\/p>\n

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Kortekangas, O., Keskitalo, P., Nyyss\u00f6nen, J., Kotljarchuk, A., Paksuniemi, M., & Sj\u00f6gren, D.<\/strong> (2019). S\u00e1mi educational history in a comparative international perspective<\/em>. Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-030-24112-4<\/a><\/p>\n

Abstract
<\/strong>This book provides a comprehensive overview of S\u00e1mi education in a historical and internationally comparative perspective. Despite the cross-national character of the S\u00e1mi population, academic literature on S\u00e1mi education has so far been published within the different nation states in the S\u00e1mi area, and rarely in English. Exploring indigenous educational history around the world, this collection spans from Asia to Oceania to S\u00e1pmi and the Americas. The chapters frame S\u00e1mi school history within an international context of indigenous and minority education. In doing so, two narrative threads are established: both traditional history of education, and perspectives on the decolonisation of education. This pioneering book will appeal to students and scholars of S\u00e1mi education, as well as indigenous education around the world.<\/p>\n

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Lindgren<\/strong>, E., Westum, A., Outakoski, H., & Sullivan, K. P. H.<\/strong> (2019). Revising at the leading edge: Shaping ideas or clearing up noise. In E. Lindgren, & K. P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting<\/em> (pp.\u00a0346\u2013365). Brill. https:\/\/doi.org\/10.1163\/9789004392526_017<\/a><\/p>\n

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Olsen, T. A.<\/strong> (2019). S\u00e1mi Issues in Norwegian Curricula: A Historical Overview. In O. Kortekangas, P. Keskitalo, J. Nyyss\u00f6nen, A. Kotljarchuk, M. Paksuniemi, & D. Sj\u00f6gren (2019). S\u00e1mi educational history in a comparative international perspective<\/em>. Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-030-24112-4<\/a><\/p>\n

Abstract
<\/strong>This article offers an overview of the different national curricula for Early Childhood Education, primary school, and secondary school, focusing on S\u00e1mi and indigenous issues, and how this has changed over the years. The Norwegian school policy can be seen as having gone from a politics of integration to a politics of recognition. The first is characteristic of the 1974 primary school curriculum, with the idea of the school as an arena for evening out social inequalities. From 1987 on, there is more of a politics of recognition, with its roots in multiculturalism. The current curricula for all levels are, however, more of a return to the politics of integration through their unifying diversity perspective and the claim to include an indigenous perspective for all. In further research and pedagogical development, I argue that there is a need to combine such perspectives and reflections with the growing body of S\u00e1mi pedagogy.<\/p>\n

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Olsen, T. A., & Sollid, H.<\/strong> (2019). Samisk nasjonaldag i skolen: Mellom feiring og markering. Novus Forlag, <\/em>2, 113\u2013138. http:\/\/ojs.novus.no\/index.php\/DIN\/article\/view\/1719<\/a><\/p>\n

Abstract
<\/strong>Den samiske nasjonaldagen 6. februar blei innstifta i 1992 til minne om det f\u00f8rste samiske landsm\u00f8tet eller folkem\u00f8tet i Trondheim i 1917. I dag er dagen flere steder i landet blitt en viktig dag for \u00e5 lage en markering og ha en anledning til \u00e5 ta opp et samisk innhold i undervisninga. Vi g\u00e5r i denne artikkelen inn p\u00e5 den samiske nasjonaldagen som ritual p\u00e5 skolen. Teoretisk sett ser vi til ritualperspektiver fra Cathrine Bell, performativitetsteorier fra Judith Butler og artikulasjonsbegrepet fra Greg Johnson. En viktig kontekst er det samiske samfunnets plass i den norske skolen. Samisk innhold i skolen er generelt i en prosess av \u00e5 bli sterkere betona gjennom l\u00e6replaner og \u00f8kt interesse i praksisfeltet (Olsen & Andreassen 2018). Som en del av dette er nasjonaldagen blitt stadig viktigere. Vi ser p\u00e5 hvordan dagen blir markert eller feira i to ulike skoler, p\u00e5 ulike l\u00e6ringsressursers behandling av den samiske nasjonaldagen, og setter dette i en st\u00f8rre sammenheng av skolens behandling av samiske og urfolksrelaterte tema i undervisninga.<\/p>\n

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Rahko-Ravantti, I. R. M., & <\/strong>Keskitalo, P.<\/strong> (2019). Introduction to S\u00e1mi education. In M. Paksuniemi, & P. Keskitalo (Eds.), Introduction to the Finnish educational system <\/em>(pp.\u00a067\u201379).<\/em> Brill. https:\/\/doi.org\/10.1163\/9789004394278_005<\/a><\/p>\n

Abstract
<\/strong>The aim of the chapter is to analyse the main characteristics of S\u00e1mi education, such as issues experienced by teachers and students on the day to day basis, and to illustrate the understanding of S\u00e1mi educational experience on the basis of the interaction between S\u00e1mi youths and teachers. It is found that the teaching approach that is inspired by the cultural aspects is likely to improve the S\u00e1mi education. Moreover, the individual need of native peoples\u2019 education has grabbed the attention with the increased awareness about educational sovereignty. Therefore, due to its relevance nature, it ahs become more important to develop education for native people than ever as S\u00e1mi language is found to be seriously at risk of extinction. The teaching concerning S\u00e1mi language and S\u00e1mi-speaking education must be designed after considering pedagogical, culturally sensitive solutions while planning, realising, and executing.<\/p>\n

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Sarivaara, E. K., & Keskitalo, P.<\/strong> (2019). S\u00e1mi language for all: Transformed futures through mediative education. In E. A. McKinley, & L. T. Smith (Eds.), Handbook of Indigenous education<\/em> (pp.\u00a0467\u2013482). Springer Publishing. https:\/\/doi.org\/10.1007\/978-981-10-3899-0<\/a><\/p>\n

Abstract
<\/strong>This chapter deals with the mediative role of S\u00e1mi education in S\u00e1mi language revitalization. Education, in the form of mediative structures, provides the tools necessary to effect language revitalization to counter the legacy of assimilation, which has deleteriously affected S\u00e1mi people on most social measures. Mediative education is significant because it creates transformation in Indigenous communities, helping arbitration, peacemaking, resolution, and negotiation practices to flourish. This chapter focuses on mediative contexts and their instances, as well as on the implementation of mediating pedagogy in the field of S\u00e1mi education research. The chapter is theoretically constructed on the authors\u2019 respective research in S\u00e1mi education, assimilation and revitalization; it turns on the premise that language revitalization builds social harmony in a postcolonial situation, and that there are certain key tasks that need to be fulfilled to recover endangered languages. The revitalization process of the S\u00e1mi languages and moreover strengthening language domains are core aims in S\u00e1mi education in Northern Europe. Crucially, attempts to nurture these languages draw on broader practices of education and human rights.<\/p>\n

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Sollid, H.<\/strong> (2019). Linguistic diversity as language policy in the classroom. M\u00e5lbryting, <\/em>10, 1\u201321. https:\/\/doi.org\/10.7557\/17.4807<\/a><\/p>\n

Abstract
<\/strong>The main goal of Norwegian language policy is to strengthen Norwegian as the primary language in all parts of society, and for using Norwegian also in situations where English might be preferred. At the same time, there is a need for competence in English and other foreign languages, and to strengthen language diversity in a wider sense. The educational system implements this language policy, and this article focuses on how one school adapts and implements the policy. Based on ethnographic data for a classroom in Troms\u00f8, Northern Norway, the analysis shows that the school has institutionalised parts of the language diversity policy, but that it is more difficult to find room for the students\u2019 linguistic experiences beyond the learning aims in the curriculum.<\/p>\n

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Sollid, H., & Olsen, T. A.<\/strong> (2019). Indigenising education: Scales, interfaces and acts of citizenship in S\u00e1pmi. Junctures: The Journal for Thematic Dialogue, <\/em>20, 26\u201342. https:\/\/doi.org\/10.34074\/junc.20029<\/a><\/p>\n

Abstract
<\/strong>As Indigenous people reclaim their position after centuries of oppression, the tensions between Indigenous needs and national demands surface. This is also the case of the Indigenous S\u00e1mi in Norway. After a long period of colonisation, recognition of the indigenous S\u00e1mi people and their language and culture is replacing the politics of erasure. In this process, the educational system is the institution where this new direction can reach the farthest. Rather than seeing Indigenous education as static endpoint in opposition towards mainstream education, we theorise that indigenising education is better understood as a process and as a continuum where citizens with different subject positions engage and interact in a cultural interface. The theorising is based on a case study from G\u00e1ivuotna-K\u00e5fjord-Kaivuono on the Norwegian side of S\u00e1pmi.<\/p>\n

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Sullivan<\/strong>, K. P. H., Belancic, K., Lindgren, E., Outakoski, H., & Vinka, M.<\/strong> (2019). The global in the local: Young multilingual language learners write in North S\u00e1mi (Finland, Norway, Sweden). In A. Sherris, & J. K. Peyton (Eds.), Teaching writing to children in Indigenous languages<\/em> (pp.\u00a0235\u2013253). Routledge. https:\/\/doi.org\/10.4324\/9781351049672-13<\/a><\/p>\n

Abstract
<\/strong>Contemporary globalization trends might be a threat to Indigenous language revitalization efforts, or might act as catalysts that stimulate interest in learning and writing in Indigenous languages. This chapter presents a snapshot case study of young multilingual writers of North S\u00e1mi and considers the interaction of supercomplexity and the super dimensions of S\u00e1pmi on North S\u00e1mi literacy. Using illustrations taken from 126 young writers’ narratives texts collected from 12 schools across the North S\u00e1mi speaking area of S\u00e1pmi in Finland, Norway, and Sweden, this chapter discusses how these young writers express in written North S\u00e1mi what they do in their lives, their understandings of their identities, and how these reflect the global and the local dimensions that they engage in on a daily basis. Based on our analysis, together with earlier research, we argue that young writers have the literacy skills necessary for meaning making, but that more possibilities for exposure to North S\u00e1mi are required, coupled with structural support from policy makers, society generally, and education opportunities, to raise the linguistics competencies for more nuanced North S\u00e1mi writing.<\/p>\n

\n

Zmyvalova<\/strong>, E., & Outakoski, H.<\/strong> (2019). The development of S\u00e1mi children\u2019s right to learn S\u00e1mi in the Russian school context. In O. Kortekangas, P. Keskitalo, J. Nyyss\u00f6nen, A. Kotljarchuk, M. Paksuniemi, & D. Sj\u00f6gren (Eds.), S\u00e1mi educational history in a comparative international perspective<\/em> (pp.\u00a0105\u2013123). Palgrave Macmillan. https:\/\/doi.org\/10.1007\/978-3-030-24112-4_7<\/a><\/p>\n

Abstract
<\/strong>In this chapter, we show how the provisions of international law concerning Indigenous children\u2019s right to learn their mother tongue in school have evolved over time and how the provisions of the Russian national legislation comply with international law. In the light of this framework, we present the historic trajectory of S\u00e1mi education at the Lovozero School, from the end of the 1800s to the organizational and attitudinal breaking point experienced during the school year of 2016\u20132017. Although the Russian legislation has come to contain the elements of the right in focus, we claim that the realization of this right has been, and still is, problematic. A further analysis indicates a recent negative change of the curricular contents, and of the interest of the S\u00e1mi learners to attend the S\u00e1mi language lessons. This change coincides with a shift from language-oriented teaching into history and culture-oriented program at the school, as well as with negative changes in the speaker demography.<\/p>\n

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2018 Publications
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Andreassen, B-O., & Olsen, T.A. (2018). <\/strong>Samisk innhold i skolen\u2014kunnskap, rettigheter og mangfoldskompetanse. In E. Schjetne & T-A. Skrefsrud (Eds.), \u00c5 v\u00e6re l\u00e6rer i en mangfoldig skole: Kulturelt og religi\u00f8st mangfold, profesjonsverdier og verdigrunnlag<\/em> (pp.\u00a0130\u2013146). Gyldendal Akademisk<\/p>\n

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Andreassen, B-O., & Olsen, T.A. (2018).<\/strong> \u2018Urfolk\u2019 og \u2018mangfold\u2019 i skolens l\u00e6replaner.\u00a0FLEKS: Scandinavian Journal of Intercultural Theory and Practice<\/em>,\u00a05<\/em>(1). https:\/\/doi.org\/10.7577\/fleks.2248\u00a0<\/a><\/p>\n

Abstract<\/strong>
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\u2019s 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 \u201cmixed language districts\u201d with limited rights, via being an \u201cethnic minority\u201d, to being an indigenous people with a set of rights. Further, we look into how the diverse society is represented, from the use of \u201calien workers\u201d, via \u201cimmigrants\u201d, to just \u201cdiversity\u201d. We argue that the concepts or strategies of politics of recognition and politics of integration respectively can be used to describe the curricula. Norway\u2019s 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.<\/p>\n

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Fogarty<\/strong>, W., Bulloch, H., McDonnell, S., & Davis, M.<\/strong> (2018). Deficit discourse and Indigenous health: How narrative framings of Aboriginal and Torres Strait Islander people are reproduced in policy. <\/em>The Lowitja Institute. https:\/\/www.lowitja.org.au\/content\/Document\/Lowitja-Publishing\/deficit-discourse.pdf<\/a><\/p>\n

Abstract
<\/strong>This report is the first in a two-part series examining deficit discourse, and responses to it, in the field of Aboriginal and Torres Strait Islander health. Understanding how deficit discourses are produced and reproduced is essential to challenging them. Thus, this report examines various aspects of deficit discourse in policy, but in particular considers deficit metrics: the ways in which Aboriginal and Torres Strait Islander Australians are homogenised and statistically compared to non-Indigenous Australians. We consider the complex political roles such statistics play and how they can contribute to a narrative of deficiency. We also detail the active efforts (including in government policy) that are being undertaken to counter negative constructions.<\/p>\n

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Fogarty, W., Lovell, M., Lagenberg, J., & Heron, M-J.<\/strong> (2018). Deficit discourse and strengths-based approaches: Changing the narrative of Aboriginal and Torres Strait Islander health and wellbeing<\/em>. The Lowitja Institute. https:\/\/www.lowitja.org.au\/content\/Document\/Lowitja-Publishing\/deficit-discourse-strengths-based.pdf<\/a><\/p>\n

Abstract
<\/strong>This report is the second in a two-part series examining deficit discourse, and responses to it, in the field of Aboriginal and Torres Strait Islander health. This report builds on Deficit Discourse and Indigenous Health<\/em> by reviewing and analysing a growing body of work from Australia and overseas that proposes ways to displace deficit discourse in health, or that provides examples of attempts to do so. The most widely accepted approaches to achieving this come under the umbrella term \u2018strengths-based\u2019, which seek to move away from the traditional problem-based paradigm and offer a different language and set of solutions to overcoming an issue. It is on these approaches that we focus in this report.<\/p>\n

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Fogarty, W., Riddle, S., Lovell, M., & Wilson, B.<\/strong> (2018). Indigenous education and literacy policy in Australia: Bringing learning back to the debate. The Australian Journal of Indigenous Education, 47<\/em>(2), 185\u2013197. http:\/\/dx.doi.org.virtual.anu.edu.au\/10.1017\/jie.2017.18<\/a><\/p>\n

Abstract
<\/strong>In a policy landscape dominated by forces that seek to continually reshape education according to market logics, there are particular impacts on the seemingly intractable crisis of Indigenous education policy making. Entrenched discourses of deficit result in education policy continually being \u2018done to\u2019 communities, with little heed paid to the effects of such efforts on the learning opportunities available to young Indigenous learners, particularly those living in remote communities. This paper examines the contemporary network of policy levers that come to shape how literacy policy is framed for Indigenous Australians through narratives of failure and crisis. In doing so, we ask what learning is made (im)possible and what are some of the \u2018flattening\u2019 effects on literacy curriculum and pedagogy as a result? Further, this paper seeks to open up the conversation around what learning is possible when the policy landscape is unflattened, when policy is \u2018done with\u2019 communities, and when pedagogical practices are opened up, rather than closed down.<\/p>\n

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Gjerpe, K.<\/strong> (2018). From indigenous education to indigenising mainstream education. Scandinavian Journal of Intercultural Theory and Practice,<\/em> 5<\/em>(1), 1\u201318. https:\/\/doi.org\/10.7577\/fleks.2190<\/a><\/p>\n

Abstract<\/strong>
The purpose with this article is to discuss the concept of \u201cindigenous education\u201d in Norway and Aotearoa New Zealand. The point of departure is that both states face a common challenge with regard to indigenous education: Valuable resources are used on indigenous schools, but the majority of indigenous students attend mainstream schools. The article claims that the emphasis on indigenous schools has been necessary and important as part of the indigenous political movement. Nevertheless, in order to achieve culturally appropriate education for all indigenous pupils, this article argues that there is a need to indigenise mainstream education.<\/p>\n

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Guenther, J., & Fogarty, W.<\/strong> (2018). Examining remote Australian First Nations boarding through capital theory lenses. Critical Studies in Education, <\/em>1\u201317. https:\/\/doi.org\/10.1080\/17508487.2018.1543201<\/a><\/p>\n

Abstract
<\/strong>In Australia, boarding schools and residential facilities for remote Aboriginal and Torres Strait Islander (First Nations) students have long been part of the educational landscape. Policy settings are paying considerable attention to boarding schools and residential colleges as secondary schooling options for First Nations students, particularly for those from remote areas. Further, First Nations education is seeing increased investment in scholarship programmes, transition support services and establishment of national boarding standards. There is an emerging body of qualitative evidence about the experiences and outcomes of boarding for remote First Nations students. However, in Australia there are no publicly available evaluations showing quantitative impacts of boarding.<\/p>\n

In this paper, the authors critically examine boarding using three capital theory lenses: social\/cultural capital (based on Bourdieu), human capital (based on Becker), and identity capital (based on Erikson). Using these lenses we intend to go beyond an understanding of impact on individuals towards a more nuanced consideration of the social, cultural, health and well-being consequences of pursuing boarding as strategic policy for First Nations students in Australia.<\/p>\n

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Ninkova, V.<\/strong> (2018). Education for the Namibian Ju\u01c0\u2019hoansi\u2014At What Cost?\u00a0Neos:\u00a0A Publication of the Anthropology of\u00a0Children and Youth\u00a0Interest Group, 10<\/em>(2), 6\u20138. http:\/\/acyig.americananthro.org\/wp-content\/uploads\/2018\/10\/NEOS-October-2018.pdf<\/a><\/p>\n

Abstract
<\/strong>During colonialism, boarding schools became the most successful tool for the assimilation of indigenous peoples and the extermination of their cultures and languages. Harrowing memories of physical, sexual, and psychological abuse permeate the accounts of boarding school survivors across the Americas, Scandinavia, and Australia (Carroll 2009; Dawson 2012; Lind Mel\u00f8y 1980). The international recognition of indigenous peoples\u2019 rights has helped expose the extent of the violence inflicted upon indigenous communities, and some governments and religious bodies have assumed responsibility for their wrongdoings. While the road ahead is long, the first steps towards reconciliation and decolonization have been taken. The boarding school systems are now thought of as a shameful chapter of the past. Across southern Africa, however, a similar story of marginalization and abuse is currently unfolding. This paper focuses on a group of San former hunter-gatherers\u2014the Jul\u2019hoansi of central eastern Namibia\u2014and their experiences in boarding schools. It is based on data collected through long-term ethnographic work with communities and schools since 2008.<\/p>\n

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Olsen, T. A.<\/strong> (2018). This word is (not?) very exciting: Considering intersectionality in Indigenous Studies. Nordic Journal of Feminist and Gender Research<\/em>,\u00a026<\/em>(3), 182\u2013196. https:\/\/doi.org\/10.1080\/08038740.2018.1493534<\/a><\/p>\n

Abstract
<\/strong>Gender and intersectional approaches can provide important insights and reflections for indigenous studies. Issues related to indigenous people and communities are broad and complex. Doing research within indigenous studies has to consist of more than simply discussing indigenous identity. I argue that intersectional approaches of varying kinds provide an opportunity to understand several aspects of identity and a diverse set of issues relevant to indigenous communities. Using intersectional approaches enables one to maintain a critical focus on power. In this article, I describe indigenous studies and intersectionality separately, then move on to a discussion of how intersectionality and gender perspectives can be used within indigenous studies. The starting point for intersectional approaches as well as for indigenous studies is the margins rather than the centre. The focus of the article is on methodology, which is based on the reading of literature from indigenous methodologies, gender studies, and intersectionality. A key concept is the cultural interface, which points towards the existence of plural subject positions both for individuals and within a community.<\/p>\n

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 <\/p>\n

2017 Publications
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Andreassen, B.-O., & Olsen, T. A. <\/strong>(2017). Hva skal vi med samisk innhold i l\u00e6replanene for religionsfagene? In M. von der Lippe & S. Undheim (Eds.), Religion i skolen: didaktiske perspektiver p\u00e5 religions- og livssynsfaget<\/em> (pp.\u00a070\u201386). Universitetsforlaget.<\/p>\n

Abstract
<\/strong>Alle l\u00e6replaner for skolefagene i den norske skolen skal inneholde kompetansem\u00e5l som omhandler samisk spr\u00e5k og kultur. I denne artikkelen gj\u00f8r vi en analyse av det samiske innholdet i l\u00e6replanen for Kristendom, religion, livssyn og etikk (KRLE) (fra 2015) i grunnskolen og Religion og etikk (fra 2006) i videreg\u00e5ende oppl\u00e6ring. P\u00e5 bakgrunn av denne analysen dr\u00f8fter vi avslutningsvis hvordan arbeid med det samiske innholdet b\u00e5de utfordrer og bidrar med perspektiver i religionsundervisningen. Vi argumenterer derfor for at det samiske innholdet i religionsfagene kan bidra med viktige perspektiver i religionsfaget som et kultur- og dannelsesfag i skolen.<\/p>\n

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Olsen, T. A. <\/strong>(2017). Colonial conflicts: Absence, inclusion and indigenization in textbook presentations of indigenous peoples. In J. R. Lewis, B.-O. Andreassen, & S. A. Thobro (Eds.), Textbook violence<\/em> (pp.\u00a071\u201386). Equinox Publishing.<\/p>\n

Abstract
<\/strong>Indigenous peoples and historical events related to indigenous peoples always have a conflict dimension. Issues of colonization, exploitation, and culture crashes are all at hand in societies where indigenous peoples are a part. You do not need a very broad definition of violence or conflict to understand these as expressions of violence. It may be structural violence, pointing towards discrimination, and it may be indirect or direct violence, through cases of forced conversion, forced relocation, or even genocide. Textbook authors need to relate to these conflicts. The case used to discuss the more general topic in this article is the representation of conflicts related to the indigenous S\u00e1mis of Norway. Is this an issue of colonization?\u00a0 When the Danish-Norwegian state wanted to secure the borders in the beginning of the 18th\u00a0century, Christian missionaries sent to the S\u00e1mis were an important factor. This led to the Christianization of the S\u00e1mi. In the middle of the 19th\u00a0century this had its backdrop through the rebellion in the S\u00e1mi village of Kautokeino where people were killed. In the article I do an analysis of the textbook presentations of these events as a starting point for a discussion of textbook presentations of colonization and conflicts related to states and indigenous peoples. The assumption made is that textbooks tend to downplay the conflict dimensions of the relationship between states and indigenous peoples. There are three main approaches to the representation of indigenous studies, absence, inclusion, and indigenization.<\/p>\n

\n

Olsen, T. A.<\/strong> (2017). Privilege, decentring, and the challenge of being (non-)Indigenous in the study of Indigenous issues. The Australian Journal of Indigenous Education, 47<\/em>(2), 206\u2013215. https:\/\/doi.org\/10.1017\/jie.2017.16<\/a><\/p>\n

Abstract<\/strong>
There are acceptable ways of studying Indigenous issues as a non-Indigenous scholar. Still, the role and identity of the scholar is important and debated within the study of Indigenous issues. The purpose of this article is to accept, but explore the premise of a distinction between Indigenous and non-Indigenous. I claim the possibility of taking a\u00a0decentred\u00a0space within Indigenous studies and move towards a methodological and theoretical foundation that is informed by scholars with different stances and backgrounds. A key approach is the intersectional approach to privilege. Neither privilege\/oppression, Indigenous\/non-Indigenous, nor insider\/outsider are binary relations. From Indigenous methodologies such as kaupapa M\u0101ori, I emphasise, in particular, the local starting point, arguing that this is the way to transfer relevant issues to a bigger context.<\/p>\n

\n

Olsen, T. A., & Andreassen, B.-O. <\/strong>(2017). Indigenous issues in early childhood education curricula in Norway and Aotearoa\/New Zealand.\u00a0New Zealand Journal of Educational Studies<\/em>, 52<\/em>(2), 255\u2013270. https:\/\/doi.org\/10.1007\/s40841-017-0085-0<\/a><\/p>\n

Abstract<\/strong>
Early childhood education (ECE) has to an increasing extent become an integrated part of the education system in some countries, with national ECE curricula. Being states with indigenous people, Norway and Aotearoa\/New Zealand have faced challenges and possibilities regarding how to deal with both past and present during the curricular processes. It is striking and telling that when Aotearoa\/New Zealand had its first national curriculum for ECE 1996, it was based on M\u0101ori thinking and concepts. We explore how indigenous issues are dealt with in ECE curricula in the two countries, and argue that the respective curricula are expressions of two different kinds of indigenization. Still, the implementation challenge leaves the risk for the continuing silencing and Othering of the indigenous.<\/p>\n

\n

Olsen, T. A., Sollid, H., & Johansen, A. M. <\/strong>(2017). Kunnskap om samiske forhold som integrert del av l\u00e6rerutdanningene. Acta Didactica Norge, 11<\/em>(2), 1\u201315. https:\/\/doi.org\/10.5617\/adno.4353<\/a><\/p>\n

Abstract<\/strong>
If you study to become a teacher in Norway, you are obliged to learn to maintain the rights of S\u00e1mi children and youth, as well as to provide education on S\u00e1mi issues for all pupils. This is expressed in the national regulations for the teacher education programs. What does this mean for teacher education programs? In this article, we explore this issue by examining the implications of the curriculum with regard to the role of S\u00e1mi and indigenous issues in the general educational system. We present the historical and legal basis for the integration of this topic in teacher education. However, a brief overview of the status of knowledge in this field shows that the political support of S\u00e1mi interests has been, and still is difficult to implement in education in general, and in teacher education in particular. Next, we summarize what the national curriculum for teacher education actually says about S\u00e1mi issues. We point to an explicit mainstreaming dimension where the curriculum goals are obligatory for all teacher students, not only for future teachers for S\u00e1mi students in S\u00e1mi schools. These guidelines are further connected to a reflexive practice around the place of S\u00e1mi and indigenous issues in education, and we argue that both the development of intercultural competence and citizenship education are relevant overarching goals in this context. Finally, we propose a national competence strategy on the road towards developing a Norwegian teacher education that takes S\u00e1mi isses and perspectives seriously.<\/p>\n

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  2020 Publications   Andreassen, B.-O. (2020). Doctoral theses on Laestadius and the Laestadian movement 1937\u20132018. Approaching Religion, 10(1), 91\u2013109. https:\/\/doi.org\/10.30664\/ar.86819AbstractThe scope of the review is all doctoral theses that exist on Laestadius and the Laestadian movement. A total of 31 doctoral theses on Laestadius and the Laestadian movement are included in this review. The […]<\/p>\n","protected":false},"author":829,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

Andreassen, Bengt-Ove; Olsen, Torjer Andreas.<\/strong>\u00a0Hva skal vi med samisk innhold i l\u00e6replanene for religionsfagene? I Undheim og von der Lippe (red.):\u00a0Religion i skolen : didaktiske perspektiver p\u00e5 religions- og livssynsfaget<\/em>.\u00a0Universitetsforlaget 2017<\/p>

\u00a0<\/p>

Olsen, Torjer Andreas.<\/strong>\u00a0Colonial conflicts: Absence, inclusion and indigenization in textbook presentations of indigenous peoples. I Lewis, Andreassen og Thobro (red.): Textbook violence<\/em>. Equinox Publishing 2017<\/p>

\u00a0<\/p>

Olsen, Torjer Andreas<\/strong>.\u00a0Privilege, Decentring, and the Challenge of Being (Non-)Indigenous in the Study of Indigenous Issues. I Australian Journal of Indigenous Education<\/em>\u00a0https:\/\/doi.org\/10.1017\/jie.2017.16<\/a><\/p>

\u00a0<\/p>

Olsen, Torjer Andreas; Andreassen, Bengt-Ove.<\/strong>\u00a0Indigenous issues in Early Childhood Education Curricula in Norway and Aotearoa\/New Zealand. New Zealand journal of educational studies <\/em>2017.\u00a0doi:\u00a010.1007\/s40841-017-0085-0<\/a>.<\/p>

\u00a0<\/p>

Olsen, Torjer Andreas; Sollid, Hilde; Johansen, \u00c5se Mette.<\/strong>\u00a0Kunnskap om samiske forhold som integrert del av l\u00e6rerutdanningene. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge<\/em> 2017; Volum 11 (2).\u00a0doi:\u00a010.5617\/adno.4353<\/a>.<\/p>","_et_gb_content_width":"","footnotes":""},"class_list":["post-21","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/pages\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/users\/829"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/comments?post=21"}],"version-history":[{"count":45,"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/pages\/21\/revisions"}],"predecessor-version":[{"id":697,"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/pages\/21\/revisions\/697"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/ice\/wp-json\/wp\/v2\/media?parent=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}