dc.contributor.author | Somby, Hege Merete | |
dc.contributor.author | Olsen, Torjer Andreas | |
dc.date.accessioned | 2022-11-25T12:11:08Z | |
dc.date.available | 2022-11-25T12:11:08Z | |
dc.date.issued | 2022-10-02 | |
dc.description.abstract | The Norwegian educational system is in the process of recognising
and incorporating the rights of the Sámi as an Indigenous people.
This transition will place new and challenging demands on
teacher education programmes. The international goal within the
field of inclusive education has been to give all children and
youth equal opportunities for education, as exemplified by the
UN Sustainable Development Goals and the Salamanca
Statement. However, the literature still commonly defines
inclusive education according to the place of education (inclusion
as placement). Moreover, the Indigenous community in Norway
has largely been victimised by an assimilation process that
employs placement in ordinary education as a primary strategy.
Now that the Norwegian education system has placed more
emphasis on recognising and incorporating the rights of the Sámi
as an Indigenous people, teacher programmes must be examined
to determine how they reflect this added focus on the Sámi
culture. Will an inclusion approach be sufficient? Or are more
radical strategies towards indigenisation needed? | en_US |
dc.identifier.citation | Somby HM, Olsen TA. Inclusion as indigenisation? Sámi perspectives in teacher education. International Journal of Inclusive Education. 2022:1-15 | en_US |
dc.identifier.cristinID | FRIDAID 2057940 | |
dc.identifier.doi | 10.1080/13603116.2022.2127495 | |
dc.identifier.issn | 1360-3116 | |
dc.identifier.issn | 1464-5173 | |
dc.identifier.uri | https://hdl.handle.net/10037/27548 | |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.relation.journal | International Journal of Inclusive Education | |
dc.rights.accessRights | openAccess | en_US |
dc.rights.holder | Copyright 2022 The Author(s) | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0 | en_US |
dc.rights | Attribution 4.0 International (CC BY 4.0) | en_US |
dc.title | Inclusion as indigenisation? Sámi perspectives in teacher education | en_US |
dc.type.version | publishedVersion | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |
dc.type | Peer reviewed | en_US |