ABSTRACT 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.

中文翻译：

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寄予厚望：挪威移民家长与家长学校合作

摘要 挪威学校的一个长期特征是将全纳教育作为主要目标。过去几年，挪威政府一直强调加强家长与学校的合作，以此作为限制风险（即辍学）的一种方式。本文重点介绍了在挪威卑尔根的经济和社会多元化的城市自治市镇中，家长与学校的关系如何发挥作用。它借鉴了三所不同学校的家长、教师和校长之间的实地考察和访谈。正如本文所示，对家长积极参与学校活动的日益关注鼓励并创造了对强化育儿模式的期望。然而，并不是所有的父母都准备好、愿意或有能力追求强化养育模式。我们建议目前学校提倡的中产密集型育儿，在实践中，