Abstract
This article undertakes a comparative study of the Organization for Economic Co-operation and Development’s (OECD) thematic reviews on “equity in education” for Spain and Norway. The author investigates whether there may be a similar orientation to equity expressed in the two reviews and discusses how social stratification may occur within the recommendations to improve equity. The author claims that special attention should be paid to how “multiculturalism” is combined with “national measurements of key performance indicators” and how the “objective” definition of schools as good or bad through national testing may affect the demography of the schools. Targeting the inequity that may arise through a conservative modernization, the author finds that it is important to employ an expanded concept of “educational policy.”
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