Abstract
This article offers an overview of the different national curricula for Early Childhood Education, primary school, and secondary school, focusing on Sámi 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 Sámi pedagogy.
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Olsen, T.A. (2019). Sámi Issues in Norwegian Curricula: A Historical Overview. In: Kortekangas, O., Keskitalo, P., Nyyssönen, J., Kotljarchuk, A., Paksuniemi, M., Sjögren, D. (eds) Sámi Educational History in a Comparative International Perspective. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24112-4_8
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