ABSTRACT
In this chapter, I will argue that inclusion has been interpreted in at least two ways, emerging from two separate discourses on equity. While one is connected to the mainstream school, the other is associated with a striving for equity for minorities. As the mainstream interpretation is dominant, it has, however, been implemented also among minorities, with considerable negative pedagogical effects. I will argue that the interpretation associated with a discourse on equity for minorities should be implemented among minorities, and could, in principle, function as a more comprehensive interpretation. This, however, presumes that it is understood and accepted in schools. Teacher educators have a formidable task introducing the concept of equity, so that it can be reinterpreted in the context of a multicultural society.
