| Tittel: | ‘We don’t talk about Sámi versus Norwegian; we talk about us.’ Local articulations of education practices in Sápmi | | Ansvar: | Kristin Evju | | Forfatter: | Evju, Kristin  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 255–274 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Samer / Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Stikkord: | Sameloven (1987) kapittel 3 | | Geografiske emneord: | Norge | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
This chapter investigates Indigenous education through the lens of school practices in Gáivuotna/Kåfjord/Kaivuono in Sápmi. The analysis is based on interviews with teachers and participation at the Sámi National Day celebration and a school camp. The schools in Kåfjord have developed locally situated practices that account for articulations of Sámi identity and enable a local sense of belonging. However, their scope for action is in some ways constrained by the demands of a national education framework.
Keywords: Indigenous education, Sámi education, cultural interface, articulation | | 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.
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