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dc.contributor.authorOlsen, Torjer Andreas
dc.contributor.authorAndreassen, Bengt-Ove
dc.date.accessioned2019-03-25T13:16:46Z
dc.date.available2019-03-25T13:16:46Z
dc.date.issued2018-09-17
dc.description.abstractSince 1974, the curriculum for the Norwegian school has had a overarching part that puts the school and its content into a bigger social and political context. As such, this part of the curriculum is a highly political and ideological text that expresses the state's purpose and interest related to the school. This article looks into how indigenous people, minorities and diversity is represented in the general part of the curriculum from 1974 to 2017. The changing curricula show changes in the official politics and views on diversity. Through an analysis of the curricula we explore which terms and concepts that are used in the description of people and groups in Norwegian society. We focus primarily on the representation of the Sami, who move from being people in "mixed language districts" with limited rights, via being an "ethnic minority", to being an indigenous people with a set of rights. Further, we look into how the diverse society is represented, from the use of "alien workers", via "immigrants", to just "diversity". We argue that the concepts or strategies of politics of recognition and politics of integration respectively can be used to describe the curricula. Norway's educational policy towards minorities and indigenous people seems to exist between these two. In the end, this leave diversity competence as an important concept in the future Norwegian school.en_US
dc.descriptionSource at <a href=https://doi.org/10.7577/fleks.2248>https://doi.org/10.7577/fleks.2248</a>.en_US
dc.identifier.citationOlsen, T.A. & Andreassen, B.O.A. (2018). "Urfolk" og "mangfold" i skolens læreplaner. <i>FLEKS - Scandinavian Journal of Intercultural Theory and practice, 5</i>(1). https://doi.org/10.7577/fleks.2248en_US
dc.identifier.cristinIDFRIDAID 1610802
dc.identifier.doihttps://doi.org/10.7577/fleks.2248
dc.identifier.issn1894-5988
dc.identifier.urihttps://hdl.handle.net/10037/15061
dc.language.isonoben_US
dc.publisherOslo Metropolitan Universityen_US
dc.relation.journalFLEKS - Scandinavian Journal of Intercultural Theory and practice
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectCurriculumen_US
dc.subjectindigenous peopleen_US
dc.subjectindigenous educationen_US
dc.subjectdiversityen_US
dc.subjectminoritiesen_US
dc.subjectschoolen_US
dc.title"Urfolk" og "mangfold" i skolens læreplaneren_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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