Poles are today the largest group of family immigrants to Norway. Since Polish immigration is an intra-Euro-pean movement of labour, there are no specific laws or regulations, apart from labour regulations, pertaining to the introduction of Polish families to Norway and their settlement there. Consequently, there are few guidelines in schools and local authorities on dealing with Polish children in school. They receive the same introduction to school as immigrants from any other background, with no considera-tion of the specific characteristics of Poles. Equally, their parents are not eligible for the orientation courses and language classes that are offered to adult asylum seekers or refugees. As these are expen-sive, many Polish parents postpone language classes until they can afford them or find alternative ways of learning language and culture. In this article, I explore the inclusion of Polish children in Norwegian schools through the voices of teachers receiving Polish children in their classrooms and Polish mothers of children attending school in Norway. Interviews with both teachers and mothers reveal inadequate understandings of each other’s conceptions of school, education and the roles of home and school in the education of children. They also demonstrate a limited understanding of culturally bound interpre-tations of each other’s actions. Although both sides are committed to the idea of effective integration, we risk overlooking the social and academic challenges that Polish children face in Norwegian schools unless conceptions and expectations of school and education are articulated and actions are explained and contextualised. There is also a risk that cultural differences will be perceived as individual prob-lems, while real individual problems may be overlooked due to poor communication between schools and families. The data is drawn from an extended case study including classroom observations, inter-views with teachers and Polish mothers in Norway, and focus groups of educators and researchers in the field of social work.

This article uses the model of dependency between centers and peripheries of scientific knowledge production to create a theoretical framework for investigating predatory journals. The framework is presented as an alternative to the dominant ways of the problem's characterization. Predatory journals are so far described mostly as a newly emerging phenomenon strongly connected with publishing in Open Access and fraudulent publishers. In this article, I argue that predatory publishers are recognized as illegitimate by the center of knowledge production. This geopolitically situated approach let me look more critically on the ways of assigning this illegitimacy. It also allows me to define the ostensible center and reveal a mechanism for functioning many journals accused of being predatory. The ostensible center is understood as an institution disseminating knowledge that is invisible or illegitimate to the center. However, at the same time some actors see an ostensible center as belonging to the center. The presented terms are analytical tools for further research that might enable us to get a wider picture of a modern global system of knowledge production and point out its antiegalitarian mechanism.