In this article, the position of the core ideas of equity and equal opportunities within the Nordic model of education today is problematized, using Norway as the case of interest and spatial dividing lines as the main variable in question. I am specifically preoccupied with geographical education differences as part of the ‘unequal opportunity problem’ in Nordic education. Focusing on spatial inequalities in education, something that is rarely addressed by educational authorities, brings light to the assertion that aims that used to be the foundation for the Norwegian education system, are harder to see as guiding principles in education policy today. Through highlighting this, the aim is also to contribute to a discussion of how research related to education in rural areas is situated in the Norwegian context, viewing this in light of Norway as a representative of the Nordic model of education. In the article understanding the agential doings behind the paradox of the Nordic education equality ethos on the one side and the persisting and empirically documented spatial education inequalities on the other, represents the analytic intake.

中文翻译：

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北欧福利国家解决空间不平等的方法——以挪威为例

本文以挪威为例，以利益和空间分界线为主要变量，对当今北欧教育模式中公平和机会均等的核心理念的地位进行了问题化分析。我特别关注地理教育差异，这是北欧教育“机会不平等问题”的一部分。教育当局很少解决教育中的空间不平等问题，这一点揭示了这样一种主张：曾经是挪威教育体系基础的目标，很难被视为当今教育政策的指导原则。通过强调这一点，目的还在于促进讨论如何在挪威背景下进行与农村地区教育相关的研究，并将挪威视为北欧教育模式的代表。在文章中，一方面理解北欧教育平等精神的悖论，另一方面理解持续存在和经验记录的空间教育不平等背后的代理行为，这代表了分析的摄入。