ABSTRACT
National school reform is located in between various poles: global expectations for developing a world polity that is transnational in character and local needs for developing a welfare policy that ensures individual and social rights. Within this space, national governments and their administrations build knowledge networks and alliances with international organizations to facilitate educational development and change within the respective contexts. By drawing on computational methods for a bibliometric and semantic analysis of a large corpus of policy documents published and cited by the Ministry of Education in Norway, the study identifies the salience of issues that have structured the evolvement of policy realms in education over the last three decades in Norway. It looks in particular into the creation of Nordic narratives and discourses as an outcome of conceptual patterns. Thereby, this chapter provides new insights into the temporal and spatial order of the Nordic education model.
