scholarly journals ”Urfolk” og ”mangfold” i skolens læreplaner

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Torjer Andreas Olsen ◽  
Bengt-Ove Andreassen
Keyword(s):  
Ethnic Minority ◽  
Educational Policy ◽  
Indigenous People ◽  
Politics Of Recognition ◽  
Important Concept ◽  
Norwegian School ◽  
Mixed Language ◽  
Diverse Society ◽  
General Part ◽  
Diversity Competence

Since 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.

scholarly journals ‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 448
Author(s):  
Bengt-Ove Andreassen ◽  
Torjer A. Olsen
Keyword(s):  
Secondary School ◽  
Indigenous People ◽  
Religious Education ◽  
Educational System ◽  
School System ◽  
Norwegian School ◽  
Indigenous Religions ◽  
Primary And Secondary School

In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. ‘Circumpolar indigenous people’s religion’ is a concept and a category that is primarily found within the Sámi curriculum of Norway’s educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.

scholarly journals REFORMA AGRARIA: MEMBANGUN ULANG RELASI NEGARA DAN MASYARAKAT ADAT MELALUI PENGAKUAN DAN PERLINDUNGAN MASYARAKAT ADAT

2020 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
JT Pareke
Keyword(s):  
Local Government ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Role Model ◽  
Secondary Data ◽  
Policy Options ◽  
Legal Certainty ◽  
Social Phenomena ◽  
Politics Of Recognition ◽  
Government Regulations

Abstract: This study aims to describe the efforts to reestablish the relations between the State and indigenous peoples in the protection of indigenous peoples. The benefits of this study are expected to be used by interested parties to formulate policy options in the protection of indigenous peoples through the establishment of Regional Regulations. This study uses a combination of empirical and normative juridical approaches. An empirical juridical approach is an approach used to view social phenomena related to law and its practice. Normative juridical approach is an approach that uses secondary data in the form of primary, secondary and tertiary legal materials. The results of this study show that: First, As long as there are no laws that specifically regulate indigenous peoples, the regulation of indigenous peoples through Government Regulations and Regional Regulations can be justified to fill the legal vacuum to ensure fair legal certainty; Second, the legal product of Lebong Regency Regional Regulation No. 4 of 2017 concerning to Recognition and Protection of Rejang Indigenous Peoples in Lebong Regency, and Rejang Lebong Regency Regional Regulation No. 5 of 2018 concerning to Recognition and Protection of Indigenous Peoples in Rejang Lebong Regency is a role model of how local government efforts in reestablish state and indigenous peoples relations to solve structural agrarian problems by recognizing territories along with traditional rights of Rejang indigenous peoples through legal politics of recognition and the protection of indigenous peoples by establishing regional regulations.  Keywords: Agrarian Reform; Relations; State; Indigenous People; 

scholarly journals SISTEM KESANTUNAN SERTA REFLEKSI BUDAYA DARI KOMUNITAS ORANG TUA MURID TIONGHOA SURABAYA DI TBI SURABAYA

ETNOLINGUAL ◽  
2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Robby Andre
Keyword(s):  
Indigenous People ◽  
Distinctive Feature ◽  
Qualitative Method ◽  
Language Use ◽  
Linguistic Markers ◽  
Mixed Language ◽  
British Institute

This study examines the prevailing politeness system in the Tionghoa parent community students in TBI (The British Institute) Surabaya and the cultural reflection that can be seen from the use of language in the community. The method that was applied in this research is qualitative method. Sources of data in this study were taken from conversation recordings among the informants. Meanwhile, the theory used in the research was the theory of politeness system formulated by Scollon and Scollon (2001). The results of this study indicated that the system of politeness adopted by the Tionghoa parent community of students in TBI Surabaya was a system of solidarity politeness. In this system of politeness there was no difference in distance and power among members of the community. In addition, the Tionghoa parent community in TBI Surabaya also had a distinctive feature of using the language; there was a mixing of Javanese Ngoko, Indonesian and Hokkien dialect, Mandarin as linguistic markers that distinguished their language use from the indigenous people of Surabaya. Moreover, cultural reflection resulting from the use of mixed language between Javanese Ngoko and Hokkien dialect showed that there is an egalitarian system applied in the community.

Indigenous people and Information and Communication Technologies: the strengths and weaknesses of official data in Argentina

2018 ◽  
Vol 14 (3) ◽  
pp. 237-244
Author(s):  
Mihal Ivana ◽  
Matarrese Marina
Keyword(s):  
Ethnic Minority ◽  
Indigenous People ◽  
Information And Communication Technologies ◽  
Indigenous Peoples ◽  
Communication Technologies ◽  
Anthropological Perspective ◽  
Hard Data ◽  
Information And Communication ◽  
Official Data

This article adopts an anthropological perspective to critically retrieve hard data produced by state-run bodies regarding the intersections between indigenous peoples and Information and Communication Technologies (ICTs) in Argentina. Specifically, this analysis means to contextualize and discuss statistical sources that provide data about ICTs and indigenous peoples. By drawing from these sources, this article seeks to explore the interconnections between ICTs and an overlooked ethnic minority like indigenous peoples, reflecting on how we might approach the assembly and interpretation of data from an ethnographic standpoint.

Northern Exposures and Marginal Critiques: The Politics of Sovereignty in Sámi Cinema

Films on Ice ◽  
2015 ◽  
Author(s):  
Pietari Kääpä
Keyword(s):  
Indigenous People ◽  
The Self ◽  
Language Rights ◽  
Politics Of Recognition ◽  
Feature Film ◽  
Film Productions

This chapter builds on Charles Taylor’s concept of the ‘politics of recognition’ to argue that new Sámi cinema practices in Finland eschew the image of the ‘mystical’ or exoticized Sámi and instead addresses contemporary issues of land and language rights and the self-governance of indigenous people. Kääpä shows how many recent films function as a ‘sub-regional forms of political self-definition’. Kääpä addresses the films of Paul Anders Simma, whose work ranges from activist works such as Give Us Our Skeletons! to fictional feature film productions such as Minister of State. Kääpä also considers the work of other recent Sámi filmmakers such as documentarian Katja Gauriloff. This chapter also addresses Finnish film politics and the current policies of the Finnish Film Foundation.

The folly of language planning; Or, A brief history of the English language in Hong Kong

English Today ◽  
1998 ◽  
Vol 14 (2) ◽  
pp. 25-30 ◽  
Author(s):  
Martha C. Pennington
Keyword(s):  
Hong Kong ◽  
Educational Policy ◽  
English Language ◽  
Language Planning ◽  
Social Reality ◽  
Language Usage ◽  
Mixed Language ◽  
History Of

How mixed language usage evolved as a natural compromise between educational policy and social reality

The Contested Politics of Asian Responses to Indigenous Rights

2011 ◽  
Vol 18 (4) ◽  
pp. 461-478 ◽  
Author(s):  
Baogang He
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
Human Agency ◽  
Indigenous Rights ◽  
The State ◽  
Politics Of Recognition

AbstractA growing literature has examined various issues concerning indigenous rights in Asia. Yet the most urgent question is why, how and under what conditions the state recognises it. Why do some countries accept the international call for indigenous right but others reject it? Without the state's recognition, the cause of indigenous peoples and their rights looks dim. This paper examines the politics of the varied Asian responses to the international call for indigenous rights. It discusses reasons and conditions under which states or other actors endorse or deny indigenous people and their rights. The conclusion of the paper raises the issue of human agency in the politics of recognition.

The politics of recognition of Crimean Tatar collective rights in the post-Soviet period: With special attention to the Russian annexation of Crimea

2019 ◽  
Vol 52 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Filiz Tutku Aydin ◽  
Fethi Kurtiy Sahin
Keyword(s):  
Indigenous People ◽  
Speech Acts ◽  
Qualitative Content Analysis ◽  
Soviet Period ◽  
Regional Government ◽  
Politics Of Recognition ◽  
Cultural Constructs ◽  
Frame Transformation ◽  
Minority Policies ◽  
Crimean Tatar

This paper examines the process of how Crimean Tatars strived to attain group-differentiated rights since they have returned to their homeland in the early 1990s. Whereas the politics of minority rights were viewed through security lens in earlier literature, we emphasize the significance of cultural constructs in influencing the minority policies, based on qualitative content analysis of “speech acts” of elites, and movement and policy documents. Focusing on the interaction of the framing processes of Crimean Tatars with the Crimean regional government, Ukraine, and Russia, we argue that the “neo-Stalinist frame” has played a major role in denying the rights of Crimean Tatars for self-determination and preservation of their ethnic identity in both pre and post annexation Crimea. The Crimean Tatars counter-framed against neo-Stalinist frame both in the pre and post-annexation period by demanding their rights as “indigenous people”. Ukraine experienced a frame transformation after the Euromaidan protests, by shifting from a neo-Stalinist frame into a “multiculturalist frame”, which became evident in recognition of the Crimean Tatar status as indigenous people of Crimea.

scholarly journals Education of French Colonialists with Ethnic Minorities in Cochinchine in the period 1862-1945

2020 ◽  
Vol 4 (4) ◽  
pp. First
Author(s):  
Ngo Thi Minh Hang
Keyword(s):  
Ethnic Minority ◽  
Educational Policy ◽  
Ethnic Minorities ◽  
Colonial Period ◽  
Educational Policies ◽  
Minority Population ◽  
Ethnic Minority Population ◽  
French School ◽  
French Colonial ◽  
In The Beginning

In the beginning of the article, we presented the picture of ethnic minorities in Cochinchina and the educational policy of the Nguyen Dynasty to ethnic minorities in Cochinchine before the French colonial invasion as well as the process of invasion and process of imposing a new educational model of French colonialists in Cochinchina. In the main content, the author presents educational policies in general and French policies for ethnic minorities in Cochinchine in particular, expressed in documents and decrees of colonial authorities on goals, manner and measures to be taken. The article also reorganized the implementation of French educational policies in practice for the ethnic minority areas in Cochinchine during the French colonial period, such as the opening of schools, classes, and the process of organizing activities of the French school system, class and results achieved in areas with a large ethnic minority population. The author made the comments and assessments about the results and limitations of the educational policy for ethnic minorities of the French colonialists in Cochinchina from 1862 to 1945.

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