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This article evaluates a decentralized Danish model for dealing with cultural and religious diversity at individual schools. This evaluation is based upon normative theories of toleration, recognition and domination and examines whether the model implies compromise with the (liberal) educational values stipulated in the national legislation. The model, reconstructed from government publications, is based on reaching accommodation through dialogue between school staff and parents/students, withdoi:10.18261/issn.1891-5949-2017-03-04-05 fatcat:jaclvj46yzcvxkjffue4p54xhm