Torjer A Olsen
Biographic Data
| ID | 172066 |
|---|---|
| NAME | Torjer A Olsen |
| GIVEN NAMES | Torjer A |
| FAMILY NAME | Olsen |
| SIGNATURE | OLSEN T A |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0002-7571-4652 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Nordic truth commissions and the Sámi: Knowledge production, educationalization and the role of history in Norway, Sweden and Finland
Performing nationalism – Sámi culture and diversity in early education in Norway
Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on poli…
Inclusion as indigenisation? Sámi perspectives in teacher education
The 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,…
Epilogue
This collection of contributions addressing Indigenous research methodologies in Sámi and global contexts organically come to stress the responsibility of Indigenous research.This book grew out of years of collaboration.It started with a workshop at the Sámi University of Applied Sciences in Kautokeino.More correctly, in Guovdageaidnu.Using the Sámi name of a Sámi place is an important part of Indigenizing our research.At the Guovdageaidnu worksh…
Contemporary Indigenous Research within Sámi and Global Indigenous Studies Contexts
This chapter addresses the genealogy of Indigenous studies, and how it is conceptualized and practised in the Sámi context. It discusses the inclusion of Indigenous knowledges and Indigenous ways of doing research in academia, as well as the role of Indigenous research methodologies in this effort. We link our chapter to larger academic Indigenous discussions on the concepts of ‘knowledge’, ‘decolonization’, ‘research’ and ‘indigenization’. At th…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Sami Religion' in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms
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 peo…
Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi
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 farth…
This Word is (Not?) Very Exciting: Considering Intersectionality in Indigenous Studies
Gender and intersectional approaches can provide important insights and reflections for indigenous studies. Issues related to indigenous people and communities are broad and complex. Doing research within indigenous studies has to consist of more than simply discussing indigenous identity. I argue that intersectional approaches of varying kinds provide an opportunity to understand several aspects of identity and a diverse set of issues relevant t…
Gjesteredaktørenes innledning: English title: Guest editors' introduction
Urfolk' og 'mangfold' i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula
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 2…
Gender and/in indigenous methodologies: On trouble and harmony in indigenous studies
Gender and indigeneity themselves are contested terms and fields of conflict. In this article, I bring the fields of gender studies and indigenous studies into conversation with each other. Starting from indigenous studies, I aim to let insights and perspectives from gender studies challenge and shed light on the methodology of indigenous studies. An outspoken gender perspective would contribute to, as well as challenge, the research on indigenou…
Privilege, Decentring and the Challenge of Being (Non-) Indigenous in the Study of Indigenous Issues
There are acceptable ways of studying Indigenous issues as a non-Indigenous scholar. Still, the role and identity of the scholar is important and debated within the study of Indigenous issues. The purpose of this article is to accept, but explore the premise of a distinction between Indigenous and non-Indigenous. I claim the possibility of taking a decentred space within Indigenous studies and move towards a methodological and theoretical foundat…
The Exclusive Nature: Sámi Christianity in the Age of Eco-Indigenism
In Sámi Christian educational texts, the Indigenous Sámi are presented as having a particularly close relation to nature. This is presented as a defining factor of both Sáminess and of Sámi Christianity. The article consists of the analysis of two educational texts, a catechism and a website, made/written by Sámi Christians. The close relation to nature is interpreted as part of global eco-indigenism, a tendency to combine the political movement …
Gender and/in indigenous methodologies: On trouble and harmony in indigenous studies
Gender and indigeneity themselves are contested terms and fields of conflict. In this article, I bring the fields of gender studies and indigenous studies into conversation with each other. Starting from indigenous studies, I aim to let insights and perspectives from gender studies challenge and shed light on the methodology of indigenous studies. An outspoken gender perspective would contribute to, as well as challenge, the research on indigenou…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Privilege, Decentring and the Challenge of Being (Non-) Indigenous in the Study of Indigenous Issues
There are acceptable ways of studying Indigenous issues as a non-Indigenous scholar. Still, the role and identity of the scholar is important and debated within the study of Indigenous issues. The purpose of this article is to accept, but explore the premise of a distinction between Indigenous and non-Indigenous. I claim the possibility of taking a decentred space within Indigenous studies and move towards a methodological and theoretical foundat…
This Word is (Not?) Very Exciting: Considering Intersectionality in Indigenous Studies
Gender and intersectional approaches can provide important insights and reflections for indigenous studies. Issues related to indigenous people and communities are broad and complex. Doing research within indigenous studies has to consist of more than simply discussing indigenous identity. I argue that intersectional approaches of varying kinds provide an opportunity to understand several aspects of identity and a diverse set of issues relevant t…
Inclusion as indigenisation? Sámi perspectives in teacher education
The 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,…
Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi
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 farth…
The Exclusive Nature: Sámi Christianity in the Age of Eco-Indigenism
In Sámi Christian educational texts, the Indigenous Sámi are presented as having a particularly close relation to nature. This is presented as a defining factor of both Sáminess and of Sámi Christianity. The article consists of the analysis of two educational texts, a catechism and a website, made/written by Sámi Christians. The close relation to nature is interpreted as part of global eco-indigenism, a tendency to combine the political movement …
Gender and/in indigenous methodologies: On trouble and harmony in indigenous studies
Gender and indigeneity themselves are contested terms and fields of conflict. In this article, I bring the fields of gender studies and indigenous studies into conversation with each other. Starting from indigenous studies, I aim to let insights and perspectives from gender studies challenge and shed light on the methodology of indigenous studies. An outspoken gender perspective would contribute to, as well as challenge, the research on indigenou…
Privilege, Decentring and the Challenge of Being (Non-) Indigenous in the Study of Indigenous Issues
There are acceptable ways of studying Indigenous issues as a non-Indigenous scholar. Still, the role and identity of the scholar is important and debated within the study of Indigenous issues. The purpose of this article is to accept, but explore the premise of a distinction between Indigenous and non-Indigenous. I claim the possibility of taking a decentred space within Indigenous studies and move towards a methodological and theoretical foundat…
This Word is (Not?) Very Exciting: Considering Intersectionality in Indigenous Studies
Gender and intersectional approaches can provide important insights and reflections for indigenous studies. Issues related to indigenous people and communities are broad and complex. Doing research within indigenous studies has to consist of more than simply discussing indigenous identity. I argue that intersectional approaches of varying kinds provide an opportunity to understand several aspects of identity and a diverse set of issues relevant t…
Gjesteredaktørenes innledning: English title: Guest editors' introduction
Urfolk' og 'mangfold' i skolens læreplaner: English title: "Indigenous peoples" and "diversity" in the school curricula
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 2…
Indigenising Education: Scales, Interfaces and Acts of Citizenship in Sápmi
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 farth…
Sami Religion' in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms
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 peo…
Epilogue
This collection of contributions addressing Indigenous research methodologies in Sámi and global contexts organically come to stress the responsibility of Indigenous research.This book grew out of years of collaboration.It started with a workshop at the Sámi University of Applied Sciences in Kautokeino.More correctly, in Guovdageaidnu.Using the Sámi name of a Sámi place is an important part of Indigenizing our research.At the Guovdageaidnu worksh…
Contemporary Indigenous Research within Sámi and Global Indigenous Studies Contexts
This chapter addresses the genealogy of Indigenous studies, and how it is conceptualized and practised in the Sámi context. It discusses the inclusion of Indigenous knowledges and Indigenous ways of doing research in academia, as well as the role of Indigenous research methodologies in this effort. We link our chapter to larger academic Indigenous discussions on the concepts of ‘knowledge’, ‘decolonization’, ‘research’ and ‘indigenization’. At th…
Indigenous Research Methodologies in Sámi and Global Contexts
This book addresses the conceptualization and practice of Indigenous research methodologies especially in Sámi and North European academic contexts. It examines the meaning of Sámi research and research methodologies, practical levels of doing Indigenous research today in different contexts, as well as global debates in Indigenous research. The contributors present place-specific and relational Sámi research approaches as well as reciprocal metho…
Inclusion as indigenisation? Sámi perspectives in teacher education
The 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,…
Performing nationalism – Sámi culture and diversity in early education in Norway
Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on poli…
Nordic truth commissions and the Sámi: Knowledge production, educationalization and the role of history in Norway, Sweden and Finland
Indigenous (10 works) · Sociology (10 works) · Gender Studies (7 works) · Political science (7 works) · Educator Training and Historical Pedagogy (6 works) · Indigenous Health, Education, and Rights (6 works) · Indigenous Studies and Ecology (6 works) · Law (5 works) · Politics (5 works) · Norwegian (4 works)