Official-language minority and aboriginal first-language education: implications of Norway’s Sami Language Act for Canada

By Sally Ding on April 7, 2011

ID:	HARP-453
Title:	Official-language minority and aboriginal first-language education: implications of Norway’s Sami Language Act for Canada
Source:	Canadian Journal of Education , v.21(1) Winter, 1996 pg 84-104
Parties:
Dispute Resolution Organ:
Year:	1996
Pages:	0
Author(s):
Keywords:	Canada, colonial/colonialism, culture, economic, social and cultural rights, human rights, language, Norway, indigenous people, education, minority rights, self-determination
Abstract:	Norway has given official – language status to the languages of its aboriginal peoples, the Sami, yet Canada has accorded that status only to English and French, the languages of the colonizers. In Norway, the 1992 legislation giving major language and cultural rights to the Sami has had a major impact on Sami education. This Norwegian experience has significant implications for official – language minority and aboriginal first – language education in Canada, shedding light on such important topics as minority teacher education, minority first – language pedagogy, curriculum texts, community attitudes to minority languages, language support services, school administration, devolution of control, cultural incorporation, and the maintenance of cultural identities. As a result, in this article I question the appropriateness of official policies and language practices in Canada.
Secured:	False
Download Article:	CJE21-1-07Corson.pdf