Janus-faced discourse in contemporary Norwegian policy framing for tackling educational inequality? A critical analysis of contemporary tensions and contradictions
Bibliographic Data
| ID | 21728189 |
|---|---|
| Authors | Joakim Jensen (0000-0001-6375-7420, University of Bergen, corresponding author), Jan Skrobanek (0000-0001-6714-8198, University of Bergen), Solvejg Jobst (0000-0002-0807-1933, Western Norway University of Applied Sciences) |
| Year | 2024 |
| Volume | 22 |
| Issue | 8 |
| Pages | 1679-1693 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Futures in Education (JOURNAL) |
| Journal identifiers | ISSN: 1478-2103 • E-ISSN: 1478-2103 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14782103241235720 |
| OpenAlex | W4392773916 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
This paper focuses on contemporary tensions and contradictions in current Norwegian educational policy discourse. Based on critical discourse analysis (CDA) of Norwegian governmental white papers our analysis reveals that contemporary Norwegian policy formulation is torn between an egalitarian and a selection discourse about how to tackle educational inequality in the Norwegian comprehensive school system. The egalitarian discourse is characterised by principles like inclusion, equity and recognising diversity in the education system with a stated aim to balance educational outcomes. The selection discourse advertises greater selection, competition, and outcome control in the light of international competition and calls for better correspondence between schooling, higher education, and labour market needs. Paradoxically, both discourses are advertising themselves as proper solutions for tackling and reducing educational inequality in Norway. Taking indications of growing social inequality in Norway into consideration we conclude that growing importance of selection and competition arguments in contemporary Norwegian educational policy have increased dissonance and inconsistency in discourse and have started to overpower egalitarian values. We conclude that this will, against egalitarian creed and rhetorical claim in Norwegian educational policy, rather foster than reduce educational inequality
Critical discourse analysis · Critical theory · Discourse analysis · Economics · Ideology · Inequality · Norwegian · Political economy · Political science · Politics · Positive economics · Social inequality · Social science · Sociology · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Youth Education and Societal Dynamics
The art of social relations
From Redistribution to Recognition?
Governance
Equity lost
Framing policy problems and solutions in education policymaking
De unges problem
Included as excluded and excluded as included
Spatial isolation and health during the Covid-19 pandemic
Contesting the hegemony of market ideology
Neo-liberalism and universal state education
Reproduction in Education, Society and Culture
Early Tracking and Social Inequality in Educational Attainment
Going beyond The three worlds of welfare capitalism
Den «legitime kulturens» moralske forankring
Philosophy of education in a new key
Educable or not? Teacher’s alternatives when connecting curriculum to pupils
The three worlds of welfare capitalism
Is an Alternative Globalization Possible
Achievement Inequality and the Institutional Structure of Educational Systems
Segregation in a Universal Child Care System
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |