| Tittel: | Conceptualizing Indigenous citizenship: The Norwegian core curriculum and citizenship as shared fate | | Ansvar: | Annamari Vitikainen | | Forfatter: | Vitikainen, Annamari  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 113–132 | | 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
This chapter provides a political theoretical analysis of the new Norwegian core curriculum (2017) in the light of different conceptualizations of citizenship as applied to Indigenous and modern state contexts. It shows how the core curriculum incorporates elements from both ‘equal’ and ‘differentiated’ citizenship, and how its statements on identity and cultural diversity are also supportive of a notion of ‘citizenship as shared fate’. The chapter discusses some of the benefits of understanding citizenship as shared fate in non-ideal circumstances, yet cautions against a too straight-forward application of this notion for contemporary Indigenous/ non-Indigenous relations.
Keywords: citizenship, shared fate, Indigenous Sami, core curriculum, Norway | | 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® |
|
|