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Abstract National curriculum and teaching materials play a significant role in how students discuss and learn to understand issues which are controversial in society. However, the ways curriculum content aims to answer to rapidly changing political landscapes also influence the phenomena that the curriculum aims to unpack. In this article, we analyse one such phenomenon. Our aim is to investigate how the curriculum content about the Romani people in Norway has been used in the ongoing negotiation of the group's position in Norwegian education and society. In the Green Paper NOU 2015: 7 Assimi­lation and Resistance – Norwegian policies towards Tater/Romani people from 1850 to the present, it is suggested that the curriculum should include more knowledge about Romani. In this article, we analyse the consultation process that was initiated after the publication of the Green Paper. We focus on how the submissions by individuals and institutions are discussing the curriculum content concerning the Romani. Our analysis illuminates how a specific curriculum content can have effects and play a part in on­going issues outside of the school context. We have focused on reading the positions on the curriculum in light of the contexts of historical justice for the Romani, and of multi­culturalism in education. The analysis illustrates that, how controversial societal issues are handled in the curriculum, can impact societal processes outside of the classroom. Keywords: controversial societal issues in education, historical justice in education, multiculturalism in education, Romani, curriculum studies Læreplanen som ei kontroversiell sak: Forhandlingar om romanifolket sin posisjon i utdanning og i samfunnet Samandrag Nasjonale læreplanar og undervisningsmateriell spelar ei viktig rolle i korleis elevar diskuterer og lærer om kontroversielle spørsmål i samfunnet. Samtidig vil måten lære­planen sitt innhald siktar mot å svare på politiske landskap i rask endring, også påverke dei fenomena som læreplanen omhandlar. I denne artikkelen analyserer vi eit slikt feno­men. Målet er å undersøkje korleis læreplanen sitt innhald om romanifolket i Noreg har blitt nytta i pågåande forhandlingar om gruppa sin posisjon i norsk skule og samfunn. I NOU 2015: 7 Assimilering og motstand – Norsk politikk overfor taterne/romanifolket fra 1850 til i dag blir det foreslått at læreplanen bør inkludere meir kunnskap om romani­folket. I denne artikkelen analyserer vi høringsrunden som blei initiert etter publiseringa av NOU 2015: 7. Vi fokuserer på korleis høringssvara frå både individ og institusjonar diskuterer læreplanen sitt innhald om romanifolket. Vår analyse kastar ljos over korleis eit konkret innhald i læreplanen kan ha effekt og spele ei rolle i pågåande prosessar utanfor skulekonteksten. Vi har fokusert på korleis dei ulike posisjonane til læreplanen sitt innhald kan lesast i ljos av kontekstane om historisk rettferd for romanifolket og av multikulturalisme i utdanning. Analysen illustrerer korleis måtane som kontroversielle samfunnsspørsmål blir handsama på i læreplanen, også kan påverke samfunnsprosessar som går føre seg utanfor klasserommet. Nøkkelord: kontroversielle samfunnsspørsmål i utdanning, historisk rettferd i utdanning, multikulturalisme i utdanning, romanifolket, læreplanstudiar ; National curriculum and teaching materials play a significant role in how students discuss and learn to understand issues which are controversial in society. However, the ways curriculum content aims to answer to rapidly changing political landscapes also influence the phenomena that the curriculum aims to unpack. In this article, we analyse one such phenomenon. Our aim is to investigate how the curriculum content about the Romani people in Norway has been used in the ongoing negotiation of the group's position in Norwegian education and society. In the Green Paper NOU 2015: 7 Assimi­lation and Resistance – Norwegian policies towards Tater/Romani people from 1850 to the present, it is suggested that the curriculum should include more knowledge about Romani. In this article, we analyse the consultation process that was initiated after the publication of the Green Paper. We focus on how the submissions by individuals and institutions are discussing the curriculum content concerning the Romani. Our analysis illuminates how a specific curriculum content can have effects and play a part in on­going issues outside of the school context. We have focused on reading the positions on the curriculum in light of the contexts of historical justice for the Romani, and of multi­culturalism in education. The analysis illustrates that, how controversial societal issues are handled in the curriculum, can impact societal processes outside of the classroom. Keywords: controversial societal issues in education, historical justice in education, multiculturalism in education, Romani, curriculum studies Læreplanen som ei kontroversiell sak: Forhandlingar om romanifolket sin posisjon i utdanning og i samfunnet Samandrag Nasjonale læreplanar og undervisningsmateriell spelar ei viktig rolle i korleis elevar diskuterer og lærer om kontroversielle spørsmål i samfunnet. Samtidig vil måten lære­planen sitt innhald siktar mot å svare på politiske landskap i rask endring, også påverke dei fenomena som læreplanen omhandlar. I denne artikkelen analyserer vi eit slikt feno­men. Målet er å undersøkje korleis læreplanen sitt innhald om romanifolket i Noreg har blitt nytta i pågåande forhandlingar om gruppa sin posisjon i norsk skule og samfunn. I NOU 2015: 7 Assimilering og motstand – Norsk politikk overfor taterne/romanifolket fra 1850 til i dag blir det foreslått at læreplanen bør inkludere meir kunnskap om romani­folket. I denne artikkelen analyserer vi høringsrunden som blei initiert etter publiseringa av NOU 2015: 7. Vi fokuserer på korleis høringssvara frå både individ og institusjonar diskuterer læreplanen sitt innhald om romanifolket. Vår analyse kastar ljos over korleis eit konkret innhald i læreplanen kan ha effekt og spele ei rolle i pågåande prosessar utanfor skulekonteksten. Vi har fokusert på korleis dei ulike posisjonane til læreplanen sitt innhald kan lesast i ljos av kontekstane om historisk rettferd for romanifolket og av multikulturalisme i utdanning. Analysen illustrerer korleis måtane som kontroversielle samfunnsspørsmål blir handsama på i læreplanen, også kan påverke samfunnsprosessar som går føre seg utanfor klasserommet. Nøkkelord: kontroversielle samfunnsspørsmål i utdanning, historisk rettferd i utdanning, multikulturalisme i utdanning, romanifolket, læreplanstudiar

National curriculum and teaching materials play a significant role in how students discuss and learn to understand issues which are controversial in society. However, the ways curriculum content aims to answer to rapidly changing political landscapes also influence the phenomena that the curriculum aims to unpack. In this article, we analyse one such phenomenon. Our aim is to investigate how the curriculum content about the Romani people in Norway has been used in the ongoing negotiation of the group's position in Norwegian education and society. In the Green Paper NOU 2015: 7 Assimi­lation and Resistance – Norwegian policies towards Tater/Romani people from 1850 to the present, it is suggested that the curriculum should include more knowledge about Romani. In this article, we analyse the consultation process that was initiated after the publication of the Green Paper. We focus on how the submissions by individuals and institutions are discussing the curriculum content concerning the Romani. Our analysis illuminates how a specific curriculum content can have effects and play a part in on­going issues outside of the school context. We have focused on reading the positions on the curriculum in light of the contexts of historical justice for the Romani, and of multi­culturalism in education. The analysis illustrates that, how controversial societal issues are handled in the curriculum, can impact societal processes outside of the classroom. ; Peer reviewed

The article examines policies intended to promote the basic education of Roma and Traveller minorities in Finland, Sweden, and Norway by analysing key national Roma and Traveller policy (n = 5) and education policy documents (n = 3). Analysis shows how the Finnish, Swedish, and Norwegian Roma policies translate the general policy aims of improving the social positioning of people identifying as Roma consistently into policy measures responding to the special needs of Roma pupils. These policy measures are validated by problem representations regarding Roma parents and families. All the policies also problematise the relationship between Roma and Traveller cultures and schools. It is argued that the focuses of the current policy measures constrain opportunities for a change in terms of equality. ; Peer reviewed

Although Finnish politics relating to the Roma tend to be perceived internationally as fairly successful, several obstacles exist for the Roma in education and the labour market. Training of Roma mediators has been actively promoted in Finland to improve the school performance and equality of Roma pupils. This article, based on ethnographic research, focuses on exploring how the current discursive terrain around the topics of tolerance and prejudice functions in the everyday work of mediators. It is argued that the present discourses in school expose the mediators to unequal power relations of tolerance. The terms for being tolerated are set by the potential tolerating actors, the school community. The mediators aim to supply knowledge about the Roma and try to address prejudices as representatives of the Roma. The study identified three different strategies that the mediators used when encountering prejudice: making sure one does not seem too different, parody and feigning naivety. The analysis suggests that the present discursive terrain creates obstacles to addressing inequalities, discrimination and racism in educational contexts. The responsibility for tackling discrimination is placed on the shoulders of individual Roma - not the whole school community. ; Peer reviewed