I Felt So White: Sámi Racialization, Indigeneity, and Shades of Whiteness

Decolonizing Higher Education in Norway: Critical Collaborative Autoethnographic Reflections on a University Pedagogy Course

“…Besides, the focus on the predominantly white academic's awareness-raising and introspection needs to be complemented with relational perspectives and the practice of listening to silenced Others through invited lecturers, not least bringing in existing Indigenous Studies from a Sámi context (e.g. Dankertsen, 2019Dankertsen, , 2021Kuokkanen, 2000;Minde, 2005). Furthermore, recognizing how language-use matters in decolonizing attempts and how the conversations enabled Fredrik and Jørgen to initiate critical metacognitive self-reflections on terminology, such as the term "awareness", ensured not only a double research process (Delamont, 2009;Eriksen, 2020;Pillow, 2015;Țîștea, 2020), but also a LTHE peda gogical process, hopefully leading them towards more decolonial transformative LTHE practices (Blalock & Akehi, 2018), including vocabulary from other knowledge systems.…”

“…However, this national historical legacy is often obscured in both academic and public debates, contributing to a lack of knowledge about the historical and contemporary continuous colonization and racism in Norwegian society. Recent initiatives have shown the urgency of making Indigenous knowledge and knowledge of the Sámi visible in research and HE (Dankertsen, 2019(Dankertsen, , 2021Eriksen, 2021;Fjellheim, 2020;Students' and Academics' International Assistance Fund, 2020). Furthermore, Norwegian lecturers remain predominantly white/Western and there is a relative lack of teachers from minority groups in tenured positions and within fields such as educational science (Askvik & Drange, 2019;Thomas & Fylkesnes, forthcoming).…”