Diverse Diversity: Contradictions and Challenges in Norwegian Rural Education

Autor/inn/en	Paulgaard, Gry; Saus, Merete
Titel	Diverse Diversity: Contradictions and Challenges in Norwegian Rural Education
Quelle	In: Australian and International Journal of Rural Education, 33 (2023) 2, S.32-49 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saus, Merete)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Barriers; Rural Schools; Cultural Pluralism; Geographic Regions; Foreign Countries; Counties; Migration; Educational Attainment; Dropout Rate; Access to Education; Geographic Isolation; Indigenous Populations; Minority Groups; Ethnic Groups; Animal Husbandry; Industry; Knowledge Economy; Student Diversity; Ethnography; Educational Improvement; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kulturpluralismus; Ausland; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Sinti und Roma; Ethnische Minderheit; Ethnie; Tierhaltung; Industrie; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Ethnografie; Teaching improvement; Unterrichtsentwicklung; Norwegen
Abstract	The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas to leave home to take a secondary education. Large geographical distances make it difficult to commute on a daily basis. Historically, this area has been the most culturally diverse in Norway, as the domicile of the Sámi Indigenous people and the national minority, the Kven, and the Norwegian ethnic group. This Arctic region is characterised by the encounter with three ethnicities, and traditional industries such as fishing, farming and herding, combined with modern industry and knowledge-intensive enterprises. Despite this multi-ethnic and geographically diverse society, the schools are still struggling with the unit-oriented curriculum, ignoring the diversity among the pupils. When the multi-ethnic society is not embedded in the education system, nor given in the adolescents' hometown, the education system will be exogenous and will appear foreign. In this paper, we use available public statistics and a literature review, inspired by autoethnographic methodology--whereby authors use their experiences as a person and a long-time researcher in a field to describe, analyse and understand the phenomenon--to argue for a local- and contextual oriented schools to make meaningful and practical improvements to rural education. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01