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One long-standing characteristic of schools in Norway is inclusive education as a primary goal. The last years, the Norwegian government has emphasised increased parent-school cooperation as a way to limit risks, i.e. of drop-outs. This article focuses on how parent-school relationship is played out in an economic and socially diversified urban borough in Bergen, Norway. It draws on fieldwork and interviews among parents, teachers and principals in three different schools. As this article shows, the increased focus on parents' active engagement in the school encourages and creates expectations of an intensive parenting model. Yet, not all parents are ready, willing or have the capacity to pursue the intensive parenting model. We suggest that the current promotion of middle-class intensive parenting by schools, in practice, shifts the responsibilisation of equal education away from the state towards individual families and undermine the ideals of inclusive education and equal opportunities in Norway.

Norway provides limited healthcare for irregular migrants, partly to make the country an unattractive option for 'would-be refugees'. Drawing on fieldwork and interviews, this article discusses the use of healthcare to regulate migration and how irregular migrants make use of different tactics (creative access, selfcare, ignoring symptoms and raison d'être) to gain access to healthcare despite legal restrictions. The migrants' tactics are adaptations to the micropractices of control and are about a diseased and politicised biology. They illuminate ways to care or not care for the body from a marginal position. This research, then, highlights how migrants work to restore a political life against the sovereign construction of them as mere biology. While some of these tactics are ways in which migrants can survive without healthcare rights in the short run, other tactics may contest and disrupt how the government is defining and treating irregular migrants in the longer run