ABSTRACT The term ‘diversity’, as a descriptive feature of a population, is increasingly common in the field of education. While seemingly a neutral and inclusive term which might cover a range of possible axes of difference, it is often used without definition or problematisation. In this article I ask what conceptions of diversity can be discerned by looking at linguistic features in two central policy documents dealing with an ongoing curriculum revision – Norwegian Official Report (NOU) 2015:8 and White Paper no. 28 2015–2016. Using a critical discourse analytical approach, I have found that ‘diversity’ points, to a large degree, to ethnic, cultural and religious minorities. Moreover, some groups are ascribed the function of creating diversity, while others experience it. These findings are discussed within a theoretical framework of equity, social justice, and democracy. In conclusion, I find that diversity, as it is used in these documents, serves to reproduce notions of ‘Norwegianness’ and ‘otherness’. The conversation on how to deal with difference is obscured, and the tension between equity and differentiation in education remains insufficiently addressed. To provide socially just education to all pupils, teachers and future teachers must be critically aware of how the policy level conceptualises difference.

中文翻译：

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多样性是他者：最近两份教育政策文件中对“多样性”的批判性调查

摘要 “多样性”一词作为一个人口的描述性特征，在教育领域越来越普遍。虽然看似中性和包容性的术语可能涵盖一系列可能的差异轴，但它经常在没有定义或问题化的情况下使用。在这篇文章中，我询问通过查看处理正在进行的课程修订的两份中央政策文件中的语言特征可以辨别出哪些多样性概念——挪威官方报告 (NOU) 2015:8 和白皮书 No. 28 2015-2016 年。使用批判性话语分析方法，我发现“多样性”在很大程度上指向种族、文化和宗教少数群体。此外，一些群体被赋予创造多样性的功能，而另一些群体则体验到它。这些发现在公平的理论框架内进行了讨论，社会公正，民主。总之，我发现在这些文件中使用的多样性有助于再现“挪威性”和“他者性”的概念。关于如何处理差异的对话模糊不清，教育公平与差异之间的紧张关系仍未得到充分解决。为了向所有学生提供社会公正的教育，教师和未来的教师必须批判性地意识到政策水平如何概念化差异。