From indigenous education to indigenising mainstream education

Kajsa Kemi Gjerpe

doi:10.7577/fleks.2190

Abstract

The purpose of this article is to discuss the concept of “indigenous education” 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.

Highlights

In this article, I discuss the concept of “indigenous education” 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
Despite the existence of Māori medium education1, studies have shown that the majority of Māori students in Aotearoa New Zealand attend mainstream schools (Bishop, 2011; Ray, 2009)

Summary

Introduction

I discuss the concept of “indigenous education” in Norway and Aotearoa New Zealand. Despite the existence of Māori medium education, studies have shown that the majority of Māori students in Aotearoa New Zealand attend mainstream schools (Bishop, 2011; Ray, 2009). Statistics from the Norwegian side of Sápmi are ambiguous, studies indicate that the majority of Sámi students attend mainstream schools (Gjerpe, 2017). This issue is linked to the challenge of accessibility to Sámi schools, as they are primarily located in small, rural communities. In keeping with Nakata, I argue that one possible solution to this challenge is to indigenise mainstream education

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Conclusion