摘要：The 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.
