Kunnskap om samiske forhold som integrert del av lærerutdanningene
DOI:
https://doi.org/10.5617/adno.4353Keywords:
lærerutdanning, rammeplaner, urfolksutdanning, indigenisering, mainstreaming, interkulturell kompetanseAbstract
Skal du bli lærer i Norge, må du kunne ivareta rettighetene til samiske barn og ungdommer, men også opplæring om samiske forhold for alle elever. Dette slår de nasjonale forskriftene om rammeplan for lærerutdanningene fast. Hva betyr egentlig dette for lærerutdanningene? I denne artikkelen utforsker vi dette spørsmålet ved å se rammeplanens føringer i sammenheng med samiske temaers plass i utdanningssystemet. Innledningsvis presenterer vi det historiske og juridiske grunnlaget for at denne tematikken skal være integrert i lærerutdanningene. Et riss av kunnskapsstatusen på feltet gir imidlertid et klart inntrykk av at den politiske støtten til samiske interesser har vært og er utfordrende å implementere i skolen generelt og i lærerutdanningene spesielt. I forlengelsen av dette oppsummerer vi hva rammeplanene for lærerutdanningene faktisk sier om samiske tema. Vi peker på en uttalt mainstreamingdimensjon, der planbeskrivelsene gjelder for alle lærerstudenter, ikke bare for dem som skal være lærere for samiske elever i samiske skoler. Disse føringene knyttes videre til en refleksjon rundt samiske og urfolksrelaterte temaers plass i et helhetlig utdanningsløp, og vi argumenterer for at både utvikling av interkulturell kompetanse og utdanning i medborgerskap er relevante overordna målsettinger i denne sammenhengen. Avslutningsvis løfter vi fram behovet for et nasjonalt kompetanseløft på veien mot en lærerutdanning som tar samiske forhold på alvor og samiske perspektiver i bruk.
Nøkkelord: lærerutdanning, rammeplaner, urfolksutdanning, indigenisering, mainstreaming, interkulturell kompetanse
Abstract
If you study to become a teacher in Norway, you are obliged to learn to maintain the rights of Sámi children and youth, as well as to provide education on Sámi issues for all pupils. This is expressed in the national regulations for the teacher education programs. What does this mean for teacher education programs? In this article, we explore this issue by examining the implications of the curriculum with regard to the role of Sámi and indigenous issues in the general educational system. We present the historical and legal basis for the integration of this topic in teacher education. However, a brief overview of the status of knowledge in this field shows that the political support of Sámi interests has been, and still is difficult to implement in education in general, and in teacher education in particular. Next, we summarize what the national curriculum for teacher education actually says about Sámi issues. We point to an explicit mainstreaming dimension where the curriculum goals are obligatory for all teacher students, not only for future teachers for Sámi students in Sámi schools. These guidelines are further connected to a reflexive practice around the place of Sámi and indigenous issues in education, and we argue that both the development of intercultural competence and citizenship education are relevant overarching goals in this context. Finally, we propose a national competence strategy on the road towards developing a Norwegian teacher education that takes Sámi issues and perspectives seriously.
Keywords: teacher education, curricula, indigenous education, indigenisation, mainstreaming, intercultural competence
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