The focus on colonial power and domination tend to muffle the emotional complexities, ambiguous attachments, and cultural paradoxes of persons who become wards of colonial educational systems. Drawing on feminist thought, film philosophy, and postcolonial cultural theories, Hannah M. Tavares provides a reading of Amanda Kernell's film Sami Blood.…

If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the…

This article examines children's (8-9 years) and young people's (14-15 years) views about their own participation in decision-making processes with adults, within the context of home and school in Norway. A difference-centred theoretical perspective is used to identify children's participation as expressions of agency embedded in intricate…

Spirituality has become an issue in many domains of the Norwegian society, but this is not reflected in public education. This paper discusses why this is so, and suggests some hermeneutical approaches to understanding spirituality that can include pre-school children's spirituality, with particular reference to a Norwegian context. Central to…