Adjusted Education in Primary Education

The major objectives of the paper are to present findings on how school leaders, teachers and school librarians facilitate for adjusted education in multicultural schools. The proposal will have a special focus on use of multiple learning arenas, as facilitators for learning in a school for all in a Norwegian context Adjusted education is a core concept in a school where a diversity of learning qualification and cultures meet. The National Curriculum focuses on competency. Basic skills for all schools stress oral work, reading, writing, maths and use of digital tools (St. meld. 30 (2003-2004). These skills are integrated in all subjects. Science and theory indicates that adjusted education is comprehended very diverse both by theoreticians, principals and teachers (Backmann & Haug 2006). Our project is about adapted education and inclusion in multicultural schools. To analyse this, we want to use the French philosopher Gilles Deleuze and his Philosophy of differences. We will use Deleuze?s concepts becoming and difference/ multiplicity, to analyse the interviews and the practice through our observations of how the school say they might give good adapted education, and what they actually do. Deleuze main concern is to discuss How one might live, or what it might be to be alive? Some of his main concepts to explain these questions are becoming and difference/mulitiplicity. The present has always a greater potential for transformation than it appears to have, a surplus beyond what is directly experienced Becoming is changing, inconstant and therefore less substantial than being. Being is real, but becoming is a passing illusion. The only being is the being of becoming, and that being is multiplicity and difference (May 2005) For Deleuze to conceive living is to conceive both What is and What might be. It is to offer an account of what it is for something to be living and an opening onto ways to live