Based on the method of immanent criticism using a political text analysis of reforms for education inclusion from a country in one of the regions of the world that is most often identified as iconic in these respects together with a research outcome analyses based on meta-ethnography, the present keynote will explore 70 years of education inclusion reforms in the Nordic countries, using Sweden as a main example. The presentation will show and discuss:

1.     The massive contrast between discursive drivers of reform and reform outcomes in the Nordic countries relating to system expansion and school inclusion 

2.     The mythology of justice through education inclusion within a material reality of cultural domination and the use of symbolic violence and how 

3.     Despite the expressed aims of reform, objective chances in the education system had remained tightly circumscribed by class origins, place of domicile, physical or intellectual disabilities and impossible to address by system integration only 

The main conclusions presented in the end of the keynote reflect and deepen understandings of these three points. They describe how reforms have been potentially inauthentic by first producing decades of unbroken injustice and exploitation through broadened inclusion, before then (subsequent to the introduction of market governance and private schooling) later even adding to injustice, by extending the differential effects of schooling along the lines of consumer capital and allowing the exploitation of public service workers and resources in the creation of private profit by new private school owners. Features of cultural dominance and symbolic violence to drive economic exploitation and uneven accumulations of capital characterise inclusion in education systems in these circumstances, not the creation of equality of opportunity or educational justice.