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dc.contributor.authorBraathe, Hans Jørgenen_US
dc.contributor.authorOtterstad, Ann Mereteen_US
dc.date.accessioned2015-02-10T09:38:06Z
dc.date.available2015-02-10T09:38:06Z
dc.date.issued2014-02-21en_US
dc.identifier.citationBraathe, H. J., & Otterstad, A. M. (2014). Education for All in Norway: Unpacking Quality and Equity. Procedia-Social and Behavioral Sciences, 116, 1193-1200.en_US
dc.identifier.issn1877-0428en_US
dc.identifier.otherFRIDAID 1155581en_US
dc.identifier.urihttp://hdl.handle.net/10642/2361
dc.description.abstractThe discourses of equity and quality in education have permeated the international debates about education whether they occur in the context of research, policy, curriculum or teaching and learning. Rather than being directly articulated, they often remain implicit and assumed. Norway is strongly influenced by these discourses, emphasising both equity and quality as valued outcomes in teacher education. Through a socio-political post-structural reading of White-papers, strategic research-political documents, as well as evaluation reports on educational research in a Nordic context, we have examined the theoretical underpinnings and tacit relations between equity and quality in the Norwegian educational context.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesProcedia-Social and Behavioral Sciences;116en_US
dc.subjectQualityen_US
dc.subjectTeacher educationen_US
dc.subjectEducational policyen_US
dc.subjectNeo-liberalismen_US
dc.titleEducation for All in Norway: Unpacking Quality and Equityen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.version© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.en_US
dc.identifier.fulltextfulltext https://oda.hio.no/jspui/bitstream/10642/2361/1/1155581.pdf
dc.identifier.doihttp://dx.doi.org/10.1016/j.sbspro.2014.01.368


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