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Narrative Control and Standards for Pupil Identity in the Norwegian LK-20 Educational Reform

Gunn Elisabeth Søreide (University of Bergen, Norway)

Educational Standardisation in a Complex World

ISBN: 978-1-80071-590-5, eISBN: 978-1-80071-589-9

Publication date: 20 April 2022


Narratives about educational phenomena and identities that circulate in society have the power to frame and make sense of specific educational experiences as well as general educational ideas. Some of these narratives also underwrite assumptions for policymaking and thus produce meaning, structure and alignment in an otherwise uncertain and complex field of governing. Narrative control refers to the way a specific selection of narratives and narrative plots legitimise, necessitate and normalise a specific way to understand educational purposes, processes and identities. The analyses in this chapter illuminate processes of narrative control in core documents of the latest Norwegian educational reform. Through the narrative construction of a specific educational trajectory, pupil identity and categories of deviance representing positions at risk, the documents' narrative control generates a specific standard regulating what a ‘normal pupil’ is.



Søreide, G.E. (2022), "Narrative Control and Standards for Pupil Identity in the Norwegian LK-20 Educational Reform", Riese, H., Hilt, L.T. and Søreide, G.E. (Ed.) Educational Standardisation in a Complex World, Emerald Publishing Limited, Bingley, pp. 105-124.



Emerald Publishing Limited

Copyright © 2022 Gunn Elisabeth Søreide. Published under exclusive licence by Emerald Publishing Limited