Indigeneity versus diversity

Renate Banschbach Eggen

doi:10.7577/hrer.4466

Abstract

The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway.

Highlights

Introduction ‘The Norwegian state is founded on the territories of two peoples – the Norwegians and the Sámi’ (Mellgren, 1997)
It focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire
Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society

Summary

Introduction

Introduction ‘The Norwegian state is founded on the territories of two peoples – the Norwegians and the Sámi’ (Mellgren, 1997). The choice of terms and formulations in those parts of the curriculum dealing with Sámi history, culture, and perspectives is of particular significance. Against this background the article focuses on a specific formulation within the new national curriculum, which applies from 2020 (Norwegian Directory for Education and Training, 2020). In all subject-specific curricula in the new national curriculum (Norwegian Directory of Education and Training, 2020), the most essential content, perspectives and methods are presented as core elements in the first part of the document. The main objective of this article is to explain why

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Discussion

Conclusion