Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi

Article Sidebar

junctures: 20 indigenisation
PDF
Published: Nov 26, 2019
DOI: https://doi.org/10.34074/junc.20029

Main Article Content

Hilde Sollid
UiT The Arctic University of Norway
Torjer Olsen
UiT The Arctic University of Norway

Abstract

As Indigenous people reclaim their position after centuries of oppression, the  tensions between Indigenous needs and national demands surface. This is also the case of the Indigenous Sámi in Norway. After a long period of colonisation, recognition of the indigenous Sámi people and their language and culture is replacing the politics of erasure. In this process, the educational system is the institution where this new direction can reach the farthest. Rather than seeing Indigenous education as static endpoint in opposition towards mainstream education, we theorise that indigenising education is better understood as a process and as a continuum where citizens with different subject positions engage and interact in a cultural interface. The theorising is based on a case study from Gáivuotna-Kåfjord-Kaivuono on the Norwegian side of Sápmi.

Article Details

Issue
No. 20 (2019): indigenisation
Section
Articles

Authors should note that in the spirit of open access to research Junctures is published under a New Zealand cc-by-nc-nd licence.
This licence is the most stringent cc-by licence currently available that means that people are free to read and redistribute the article but only with full acknowledgement of the author and the source. Although this licence does allow sharing of research, it does not allow any forms of commercial distribution. For more on cc licencing please see: http://www.creativecommons.org.nz/licences_explained__1 If you require your work to be published under a different licence please contact the Junctures Editorial Assistant.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their personal website) with an acknowledgement of its initial publication in this journal, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Author Biographies

Hilde Sollid, UiT The Arctic University of Norway

Hilde Sollid is professor of Scandinavian studies at the Department of Education, UiT The Arctic University of Norway. Hilde Sollid main research area is sociolinguistics, with a special focus on linguistic diversity and ultilingualism in Northern Norway. Sollid is currently working on the project Indigenous Citizenship and Education, funded by the
Research Council of Norway, where she explores topics related to Sámi language education policy and indigenous education.

Torjer Olsen, UiT The Arctic University of Norway

Torjer A. Olsen is professor in Indigenous studies at the Centre for Sámi Studies, UiT The Arctic University of Norway. His research interests include Indigenous issues in education, research methodologies in Indigenous studies, and gender in Indigenous communities.