In this article, we enquire into the language of diversity as it is currently in use in the field of music education, by way of exploring the social and educational ambitions of the Norwegian system of extra-curricular, Schools of Music and Performing Arts. We take as our case the recently launched governing document of this particular educational system, named Curriculum framework for schools of music and performing arts: Diversity and deeper understanding. Analysing this document as a discursive statement, and through a Foucauldian theoretical lens, we investigate the meanings of “diversity” enacted within and across the various textual-discursive contexts of the curriculum framework, identifying and exploring four nodal points of signification, namely: 1) diversity understood as difference in students’ ethno-cultural backgrounds; 2) diversity of educational opportunities and modes of expression; 3) diversity and/or/as deeper understanding; and 4) diversity of learning arenas and contexts: entrepreneurial expectations. The discussion of the findings is conducted in dialogue with a historical understanding of the Norwegian Schools of Music and Performing Arts’ societal mandate and approach to diversity as well as various understandings of diversity within the international field of music education research. We conclude by pointing out that the macro-level institutional strategy and aim of emphasising and encouraging diversity cannot be understood as fulfilled before it has been sufficiently operationalised and has trickled down into the everyday actions of teachers and students. Only then is it implemented as a tool accessible on the micro-level and with the potential to enhance students’ participation and agency.

中文翻译：

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音乐教育中的多样性话语：以挪威音乐与表演艺术学校的课程框架为例

在本文中，我们通过探索挪威课外系统，音乐学校和表演艺术系统的社会和教育野心，来探究音乐教育领域目前正在使用的多样性语言。我们以这个特殊的教育系统最近发布的管理文件为例，该文件名为音乐与表演艺术学校课程框架：多样性和加深理解。以一种话语陈述的方式分析该文件，并通过一个福柯理论的镜头，我们研究课程框架的各种文本-语篇环境中和之内制定的“多样性”的含义，确定并探索意义的四个节点，即：1 ）多样性被理解为学生种族文化背景的差异；2）教育机会和表达方式的多样性；3）多样性和/或（加深了解）；4）学习领域和环境的多样性：企业家的期望。在对对话的讨论中，对挪威音乐与表演艺术学校的社会使命和多元化方法以及对国际音乐教育研究领域的多样性的多种理解进行了历史了解。我们在总结时指出，在充分运作并深入到师生的日常行动之前，强调和鼓励多样性的宏观制度策略和目标是无法实现的。