| Tittel: | Equality of opportunity and democratic equality in the case of Indigenous citizenship | | Ansvar: | Kjersti Fjørtoft | | Forfatter: | Fjørtoft, Kjersti  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 93–112 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Samer / Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Geografiske emneord: | Norge | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
Norwegian schools are supposed to provide their students with the knowledge and values needed to act as equal democratic citizens. This chapter discusses whether ‘democratic equality’, which is a relational concept, is better suited to promote equal citizenship than ‘equality of opportunity’, which is primarily a principle of distribution. The main question is how equality and citizenship should be conceptualized order to educate for equal citizenship and provide equal citizenship for Indigenous people.
Keywords: Indigenous citizenship, democratic equality, equality of opportunity,
shared fate | | Del av verk: | Indigenising education and citizenship | | Forlagets omtale: |
This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship.
The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia.
Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and
international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
Omtale levert av Den norske Bokdatabasen® |
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