This paper critically examines the concept of othering from the perspective of leaders of volunteer organisations dealing with integration and inclusion of Muslims in Norway. It draws upon theoretical frameworks and empirical insights to explore how dominant narratives shape perceptions of marginalized groups. Through how the participants interpret policy discourse, media representation, and institutional practices, the paper discusses systemic mechanisms perpetuating othering and reinforcing power hierarchies. The findings challenge multicultural assumptions, arguing that well-intentioned inclusion efforts often mask deeper structural inequalities. By interrogating the language and logic of policy documents, the paper highlights the subtle ways in which difference is constructed and managed. It also reflects on the role of educators and policymakers in either reproducing or resisting these dynamics. Ultimately, the study calls for a more reflexive and justice-oriented approach to engagement with diversity, one that moves beyond tokenistic recognition toward genuine transformation. The paper contributes to ongoing debates about identity, belonging, and the politics of representation, offering a compelling critique of how ‘the other’ is framed in contemporary educational discourse.
Page et al. (Sun,) studied this question.