Dealing with diversity, hoping for inclusion. Parents’ involvement in urban schools in Norway

Danielsen, Hilde; Bendixsen, Synnøve

doi:10.1177/1468796818822542

“…Everyone is equal” (Educator, kindergarten 1), referring to a common image of Norway as an equality-loving country. Norway has a public image as a homogenous country with the social democratic welfare state as a symbol of equality, but where equality and sameness are equated (Danielsen and Bendixsen, 2019; Gullestad, 2006). Other educators pointed to a recognition of diversity.…”

Section: Sámi Culture As Part Of a Greater Diversitymentioning

confidence: 99%

Performing nationalism – Sámi culture and diversity in early education in Norway

Danielsen

¹

,

Olsen

²

,

Eide

³

2023

European Educational Research Journal

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Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on policy analysis and interviews in kindergartens investigates how the notion of “Sàmi culture” is part of the national Framework Plan (FP) for kindergartens and how it is understood and implemented in kindergartens. The concept of everyday nationalism sheds light on tensions involved in including indigenous rights and perspectives in a national Framework Plan. Including indigenous rights and cultures as part of a national Framework Plan can widen the content of what it means to belong in a national state as well as sharpen the lines and maintain boundaries. Conceptions of diversity are an integral part of the messiness involved in drawing boundaries and in the making of the everyday nationalism, suggesting that the relationship between diversity and everyday nationalism deserves more interrogation.

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“…Further, Baeck (2010a) suggests that a specific category of parent, the more educated ones, are more inclined to participate and dominate the formalised settings in school and hence be more visible. Some parents engaged in public bodies in urban schools seek to represent the diversity of parents, aiming at social inclusion with various success (Danielsen and Bendixsen 2019). Notwithstanding, the voices of less resourceful groups (in economic and educational terms) are more seldom heard.…”

Section: Key Concepts: the Parent-school Relationship And Intensive P...mentioning

confidence: 99%

Great expectations: migrant parents and parent–school cooperation in Norway

Bendixsen,

Danielsen

2023

Parents, Schools and the State

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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.

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“…Further, Baeck (2010a) suggests that a specific category of parent, the more educated ones, are more inclined to participate and dominate the formalised settings in school and hence be more visible. Some parents engaged in public bodies in urban schools seek to represent the diversity of parents, aiming at social inclusion with various success (Danielsen and Bendixsen 2019). Notwithstanding, the voices of less resourceful groups (in economic and educational terms) are more seldom heard.…”

Section: Key Concepts: the Parent-school Relationship And Intensive Parentingmentioning

confidence: 99%

Great expectations: migrant parents and parent-school cooperation in Norway

Bendixsen

¹

,

Danielsen

²

2020

Comparative Education

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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.

show abstract

Dealing with diversity, hoping for inclusion. Parents’ involvement in urban schools in Norway

Cited by 11 publications

References 40 publications

Performing nationalism – Sámi culture and diversity in early education in Norway

Performing nationalism – Sámi culture and diversity in early education in Norway

Great expectations: migrant parents and parent–school cooperation in Norway

Great expectations: migrant parents and parent-school cooperation in Norway

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