Abstract
Concepts are socially constructed. Historical actors from time to time reconsider their meanings. Recent developments in Norwegian educational policy have redefined the concept of equity by introducing the term ‘equivalent’. This term stresses the importance of individual autonomy and diversity. It refers to the right of all individuals through schooling to learn basic competencies and be prepared for different but equivalent outcomes depending on individuals’ abilities and ambitions. This signals a retreat from equity in a stronger sense as it was interpreted in the first decades after World War II. During this era equity was understood as ‘equality’, and the notion of equality of results was added to the notion of equality of access to education.
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Aasen, P. (2007). Equality in Educational Policy. In: Teese, R., Lamb, S., Duru-Bellat, M., Helme, S. (eds) International Studies in Educational Inequality, Theory and Policy. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5916-2_18
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