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This article discusses recent developments in Norway, where a separate curriculum for the primary and lower secondary schools in the indigenous Sámi areas has been introduced, and a part of the jurisdiction over the school system there has been transferred from the government to the Sámi Parliament. In particular, the increasing articulation of minority rights, and a related desire for autonomy, from national minority groups and indigenous peoples the world over, provide an important backdrop and crucial frame of reference for the recent Sámi initiatives in Norway.

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