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This article will show how the global educational policy expectations of being a self-managinglearner unfold in the context of two school organisations in Norway, and contribute to theexclusion of so-called newly arrived minority language students. The theoretical framework isNiklas Luhmann’s theory of the global educational system, and the article offers a semanticanalysis of inclusion and exclusion processes, where inclusion is operationalised as fulfillingeducational expectations and exclusion as the failure to meet these expectations. The findingsare based on ethnographic fieldwork in two upper secondary schools with introductory classesfor newly arrived students in Norway, but will be interpreted in light of recent policy initiativesfrom the Organisation for Economic Co-operation and Development (OECD). The article willshow similarities between expectations in the schools and the ones embodied in the so-called21st century skills. The article argues that the knowledge-economic ideal of the self-managinglearner demonstrates a reductionist notion of the student role and constitutes a risk for newlyarrived students’ educational careers

‘They don’t know what it means to be a student’: Inclusion and exclusion in the nexus between ‘global’ and ‘local’