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dc.contributor.authorSomby, Hege Merete
dc.contributor.authorOlsen, Torjer Andreas
dc.date.accessioned2022-11-25T12:11:08Z
dc.date.available2022-11-25T12:11:08Z
dc.date.issued2022-10-02
dc.description.abstractThe 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.citationSomby HM, Olsen TA. Inclusion as indigenisation? Sámi perspectives in teacher education. International Journal of Inclusive Education. 2022:1-15en_US
dc.identifier.cristinIDFRIDAID 2057940
dc.identifier.doi10.1080/13603116.2022.2127495
dc.identifier.issn1360-3116
dc.identifier.issn1464-5173
dc.identifier.urihttps://hdl.handle.net/10037/27548
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.journalInternational Journal of Inclusive Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleInclusion as indigenisation? Sámi perspectives in teacher educationen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)