Historical and political perspectives on Sámi and inclusive school systems in Norway

Abstract

The aim of this chapter is to introduce Norway’s inclusive education policies for two separate school systems: the national Norwegian and the Sámi systems. This chapter is based on research done in Norway on its national and Sámi schools and their curricula. Norway is an interesting example when it comes to indigenous education and national schools, as state policies on diversity and minority and indigenous issues have been consciously implemented in both school systems. The evolution of these guidelines, as written in education curricula and as implemented in practice, is the core focus of this article. This chapter aims to describe and contemplate the overarching and general tendencies of Sámi schools and issues in Norway, which have received little scholarly attention. We build on and add to the existing research by combining issues related to the national, or mainstream, school systems with issues related to the Sámi school systems. We will present historical and political perspectives on these inclusive school systems. First, we will look at how Sámi subject matters have been introduced into curricula in national schools and kindergartens and what is practically meant by incorporating the Sámi contents. Second, the general educational inclusiveness and cultural inclusiveness practiced in Sámi schools will be examined.