Growing spatial mobility is a challenge to cities in many ways. It brings positive development impulses and social diversity, but at the same time contributes to a decomposition of existing structures and is a challenge to planning. Under the conditions of the obvious signum temporis -an intensifying hyper-diversity and a growing liquidity of values with weakening social bonds and a less evident physical rootedness, the question should be posed whether urban places can still sustain their interactive local identity based on social solidarity, mutual support and trust. The problem is tested on the example of two districts of Warsaw -Praga Północ and Ursynów. In the search for regularities in the relation between the level of social diversity on one side and social solidarity on the other, the analysis focuses on the areas characterised by fundamental differences in their historic development, built environment and social structure. Key wordssocial diversity • social solidarity • post-socialist city • Warsaw • Praga Północ • Ursynów "The cross-links that enable a district to function as a Thing are neither vague nor mysterious. They consist of working relationships among specific people, many of them without much more in common than that they share a fragment of geography" (Jacobs 1961:54)

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21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, 'The School of the Future. Renewal of Subjects and Competences' (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills.

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