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This paper contributes to the dialogue around how to increase inclusion in higher education, taking the lecturer perspective as the point of departure. Theoretically, disability is understood as an interaction, which means that lecturers partake in the constitution of dis/ability in learning situations. Two qualitative interviews were conducted with an interdisciplinary lecturer employed in an institution of higher education in Norway. These data are used for this single case study to illustrate and reflect on the challenges of diversity in learning situations. Findings suggest that the lecturer struggles to encounter an increasingly diverse student population inclusively. Overall, her experiences unpack the outcome of a structural lack of prioritization to ensure accessibility for disabled students at an institutional level at the university where she is employed. This article emphasizes that the responsibility to ensure an inclusive teaching practice in higher education must be recognized and treated as an institutional obligation. To signal its priority, all institutions of higher education should make inclusive training obligatory for lecturers, as well as assigning hours to work on enhancing the development of inclusive skills in this group. [ABSTRACT FROM AUTHOR]

This paper uses a case study to critically reflect on contemporary discourses in Norway connected to ethnic minority childhoods and children's rights to education and work. Based on a narrative interview with an ethnic minority girl, Sadja (aged 16), who is in state custody and lives with a foster family, we use a decolonial lens to explore the tensions in expectations and rights in her life and education. The tensions encountered are situated along three axes. The first axis illustrates tensions related to education, work, and responsibilities, as Sadja's family responsibilities are perceived by teachers and child welfare workers as preventing her from having "a proper childhood". The second axis explores tensions connected to independence, educational choice, and "belonging to the state", where Sadja experiences that being in state custody results in being unable to "follow her dream". The third axis reflects the tensions between parental expectations of "dreaming big" versus her surrounding environment's anticipation of her simply getting a job. In sum, Sadja's experiences suggest that contemporary Western discourses—such as individualism, self-autonomy, and children as human capital—paradoxically curtail the educational rights and trajectories of ethnic minority children in foster care in Norway in unforeseen and unfortunate ways. [ABSTRACT FROM AUTHOR]