Minorities and educational testing in schools in Arctic regions: An analysis and discussion focusing on normality, democracy, and inclusion for the cases of Greenland and the Swedish Sami schools

The conditions that ethnic minorities currently live under in the Western world, where education is a significant condition for social inclusion, have changed drastically in recent decades. Globalization, in particular, seen as a process, has been influential in this context via many routes, including large international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development, or OECD (Lawn & Grek, 2012). In these processes, minorities, including indigenous populations, are vulnerable (e.g. United Nations, 2009; UNESCO, 2016). In light of this, the aim of this article is to identify potential problem areas related to the social reproduction of inequality in the tension field between testing, language, and the history of minorities.