Engaging with indigenous perspectives in mainstream Norwegian teacher education: Collaborative autoethnography as a path toward decolonial indigenization

ABSTRACT

This article reports on a collective learning project with the aim of integrating indigenous perspectives in a teacher education program in Norway. The Norwegian educational system is legally obliged to emphasize Sámi perspectives, a strategy that has been described as indigenization. However, inclusion of Sámi perspectives is often done without challenging colonial power-relations. Our project was based on a reading circle engaging with texts by indigenous authors, performing a collaborative autoethnography. The purpose of collaborative autoethnography is not the self-narrative, but a relational process of reflexively critiquing the situatedness of the self. Our collaborative autoethnographic work aimed at disidentifying with ongoing coloniality in academia. Through the article, we share our learnings on how performing autoethnographic work can be a path toward moving ourselves to action for decolonization. We argue that if teacher education is to move toward an indigenization that is decolonial, “unlearning” of epistemological monocultures is vital.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

¹ The term “Sámi” encompass several different groups with distinct self-identities, languages, and traditions. The Sámi are recognized as indigenous in ILO (International Labor Organization)-convention 169 in Norway.

² This story has been thouroughly unfolded in another article by “Kristin”, see, (Eriksen, 2022).

³ Read more: https://dembra.no/en.

⁴ The “Nordic” concept refers both to a historically embedded geographical entity and a current political partnership between Norway, Sweden, Finland, Denmark, and Iceland. Scholarly works have argued for the existence of a particular Nordic national self-understanding and sociability related to colonialism, racism and whiteness.

Additional information

Notes on contributors

Kristin Gregers Eriksen

Kristin Gregers Eriksen is an Associate Professor in Social Studies Education at the University of South-Eastern Norway. Her research and teaching is focussed on decolonial, anti-racist and indigenous education and epistemologies, as well as the role of education in enabling sustainable futures.

Åsmund Aamaas

Åsmund Aamaas is an Associate Professor at the University of South-Eastern Norway, specializing in Social anthropology. Aamaas is particularly interested in aspects related to internationalization in education and research, and the role of teacher education for sustainable futures.

Anne-Line Bjerknes

Anne-Line Bjerknes is an Associate professor in Science education at the University of South-Eastern Norway, specializing in biology. Her research and teaching includes a broad range of interests, such as nature management, nature science didactics, interdisciplinarity in education, and indigenous and traditional knowledges.