The discourse on equivalence in Swedish education policy

During the last few decades, the concept of equivalence has assumed an increasingly important role in Swedish educational policy, and at the same time the actual meaning of equivalence has been given different authoritative interpretations. The shift in significance which the concept has undergone seems to be not only an aspect of the social power play of which it is part, but also, at the same time, a clear expression of the ‘reality constituting’ power of language. In the 1970s and early 1980s the concept referred to a common curriculum and equally allocated resources, ensuring that all students would have an educational experience that was both shared and equal. In the late 1980s and 1990s, this meaning of equivalence was challenged by something quite different: a reference to a form of curriculum distribution and resource allocation that put primary emphasis on allowing students and their parents to freely pursue educational choices and on providing an array of curriculum possibilities that varied according to the interests of students and their parents. From the perspective of the challenged meaning of equivalence the question asked is what the markedly weaker emphasis of the former shared frame of reference in favour of increased individual freedom may imply in the light of new conditions for the shaping of community through education.