Å gjøre kjønn og etnisitet feil. Om læstadianisme, samer og skeivhet i Nord-Troms

«Kjærlighet. Rakkhaus. Ráhkisvuohta.» Disse tre orda står på forsida til nettstedet nordtromspride.no. I juni 2020 skulle en pridefestival etter planen bli arrangert i Nord-Troms for første gang. Dette blei gjort umulig av koronaviruset. De tre orda er det samme ordet på tre språk. For Nord-Troms er et flerspråklig og flerkulturelt område. Kjærlighet heter rakkhaus på kvensk og ráhkisvuohta på nordsamisk

Dekolonisering som perspektiv på rasisme. Et samisk eksempel

Rasisme og andregjøring retta mot urfolk er et vedvarende problem. Det handler om ekskludering og inkludering, om trakassering og andregjøring, og noen ganger om dehumanisering. I dette kapitlet skriver jeg om hvordan urfolk i ulike sammenhenger er eller er blitt til de fremmede, til de som ikke hører til et sted. Mitt hovedargument er at rasisme er en grunnleggende del av koloniale relasjoner der urfolk inngår. Sjøl om situasjonen for urfolk endrer seg, består disse relasjonene. For å analysere disse relasjonene og kategoriene som er skapt/etablert gjennom kolonimakt, er postkoloniale og dekoloniserende perspektiver viktige verktøy

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 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

Historical and political perspectives on Sámi and inclusive school systems in Norway

Source at http://hdl.handle.net/11374/2380.The aim of this chapter is to introduce Norway’s inclusive education policies for two separate school systems: the national Norwegian and the Sámi systems. This chapter is based on research done in Norway on its national and Sámi 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 Sámi 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 Sámi school systems. We will present historical and political perspectives on these inclusive school systems. First, we will look at how Sámi subject matters have been introduced into curricula in national schools and kindergartens and what is practically meant by incorporating the Sámi contents. Second, the general educational inclusiveness and cultural inclusiveness practiced in Sámi schools will be examined

Indigenizing Education: Historical Perspectives and Present Challenges in Sámi Education

Source at https://arcticyearbook.com/arctic-yearbook/2021/2021-scholarly-papers/399-indigenizing-education-historical-perspectives-and-present-challenges-in-saami-education.This chapter discusses the most important issues of educational eras in different phases conducted by the Lutheran Church and four current national states where Sámi people live: Sweden, Norway, Finland and Russia. The early phases are described by the civilization process conducted by the Church between the 1600s and the 1850s and nationalism between the 1850s and the 1950s by the national states. These actions created the Sámi’s experiences of oppression, inequality and Othering while at the same time, finding ways to empowerment. Since the 1960s, and in particular, in the last four decades, there has been a process of revitalising and recognising Sámi languages, culture and rights. An important part of this is the expansion of Sámi education with the ambition that everyone in states with Sámi population receives basic knowledge of Sámi history, culture, society and rights. This chapter is based on the first workshop in the Indigenous Pedagogy in Teacher Education (IPED) series funded by Academy of Finland NOS-HS theme to promote the Nordic network in educational fields. This article has two tasks: to present the historical background and development of Sámi education and to discuss the present challenges in Sámi education. An important and innovative perspective in the article is the cross-border dimension of looking at several aspects of Sámi concerns in education, with special focus on teacher education

Education on Sámi topics in school – the importance of competency and Indigenous perspectives for an inclusive practice

Skolen legger føringer for undervisning om samisk historie, språk, kultur, samfunn og rettigheter. I denne artikkelen undersøker vi erfaringer med disse temaene gjennom intervjuer med lærere fra seks ulike skoler i Norge; tre i Nord-Norge og tre på Østlandet. Lærernes praksis påvirkes av samspillet mellom blant annet læreplaner, læremidler, stedstilhørighet og perspektivering. Disse kan forstås som forutsetninger for å forankre samisk tematikk i undervisningspraksis. Vi argumenterer for at det foregår ei utvikling i skolene mot ei slik forankring, som bidrar til inkluderende utdanningspraksis. Derfor plasserer vi vår analyse inn i en større diskusjon om kompetanse på samiske temaer i skolen og muligheten for å innlemme urfolksperspektiv i forståelsen av et inkluderende klasserom.Schools set conditions for education on Sámi history, languages, culture, society, and rights. In this article, we investigate experiences with these topics, through interviews with teachers from six different schools in Norway; three in Northern Norway and three in Eastern Norway. The teachers’ practices are influenced by the interplay between, among others, curricula, teaching resources, sense of place and belonging, and Indigenous perspectives. These can be understood as conditions for anchoring Sámi topics in education practices. We argue that there is an ongoing development in schools towards such an anchoring, which contributes to inclusive education practices. Therefore, we place our analysis into a larger discussion on competency on Sámi topics in school and the possibility of including Indigenous perspectives in how we understand inclusive classrooms

Samisk nasjonaldag i skolen: Mellom feiring og markering

Den samiske nasjonaldagen 6. februar blei innstifta i 1992 til minne om det første samiske landsmøtet eller folkemøtet i Trondheim i 1917. I dag er dagen flere steder i landet blitt en viktig dag for å lage en markering og ha en anledning til å ta opp et samisk innhold i undervisninga. Vi går i denne artikkelen inn på den samiske nasjonaldagen som ritual på 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 å bli sterkere betona gjennom læreplaner og økt interesse i praksisfeltet (Olsen & Andreassen 2018). Som en del av dette er nasjonaldagen blitt stadig viktigere. Vi ser på hvordan dagen blir markert eller feira i to ulike skoler, på ulike læringsressursers behandling av den samiske nasjonaldagen, og setter dette i en større sammenheng av skolens behandling av samiske og urfolksrelaterte tema i undervisninga

”Urfolk” og ”mangfold” i skolens læreplaner

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