1998
DOI: 10.1080/07908319808666562
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Minorities with a Minority: Language and the School in the Sami Areas of Norway

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Cited by 23 publications
(19 citation statements)
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“…The formal recognition accorded to Sámi has led to the subsequent establishment of a Sámi Parliament in Finnmark (in 1989), while the Sámi Language Act, passed in 1992, recognised Northern Sámi as its official regional language. The latter Act saw the formal promotion of the language within the Sámi Parliament, the courts of law, and all levels of education (see Corson 1995; Todal 1999). This was further extended when, in 2000, the Sámi Parliament officially took on partial responsibility for the school system of the Sámi minority in Norway (see Todal 2003).…”
Section: The Problem Of Historymentioning
confidence: 99%
“…The formal recognition accorded to Sámi has led to the subsequent establishment of a Sámi Parliament in Finnmark (in 1989), while the Sámi Language Act, passed in 1992, recognised Northern Sámi as its official regional language. The latter Act saw the formal promotion of the language within the Sámi Parliament, the courts of law, and all levels of education (see Corson 1995; Todal 1999). This was further extended when, in 2000, the Sámi Parliament officially took on partial responsibility for the school system of the Sámi minority in Norway (see Todal 2003).…”
Section: The Problem Of Historymentioning
confidence: 99%
“…The formal recognition accorded to Sámi led to the subsequent establishment of a Sámi Parliament in Finnmark in 1989, while the Sámi Language Act, passed in 1992, recognized Northern Sámi as its official regional language. The Sámi Language Act saw the formal promotion of the language within the Sámi Parliament, the courts of law, and all levels of education (see Corson, 1995;Huss, 1999;Todal, 1999). In addition, a separate Sámi curriculum was introduced in Finnmark in 1997, and in 2000 the Sámi Parliament took responsibility for some aspects of the Sámi school system, previously controlled by the central Norwegian Government (Todal, 2003).…”
Section: Indigenous Education and National Language And Education Policymentioning
confidence: 98%
“…Today, there is a satisfactory progression for pupils who have Sámi as a first language, and the number of pupils who choose this curriculum is steadily increasing. In such a curriculum, all instruction in subject matter is in Sámi (Todal, 1999).…”
Section: Indigenous Community-based Education Experiencesmentioning
confidence: 99%