This article proposes Social Representations theory as a useful theoretical instrument in the analysis of Children’s right to equitable education. It analyses how social representations of inequalities and injustices in Education are constructed and reproduced by Swedish Political parties. It discusses how social representations presented in political discourses create different explanations of inequalities and injustices in Education as well as different models and strategies to deal with them. It discusses how social representations can be used by political actors as interpretation systems to manage with contradictions in equity educational policies implemented in Sweden. This article is based on Moscovi’s social representations theory (1984, 2000; 2001). This theory considers social representations as a values, norm and knowledge system that enables individuals to orientate themselves in their social world. According to Gilly (1989) social representations function as an interpretation system that enables individuals and groups to deal with contradictions in relation to equity policies in Education. Gilly claims the need to make visible social representations roll in the construction and reproduction of social inequalities and injustices.

Text analysis of political parties’ websites, political manifests and propaganda for the Swedish election campaign 2010. It includes the following political parties that participate in the Swedish election campaign 2010: Social Democrats (Socialdemokraterna); Moderaterna party (Moderaterna); Centre Party (Centerpartiet), the Liberal Party of Sweden (Folkpartiet), the Christian Democrats (Kristdemokraterna); Green Party of Sweden (Miljöpartiet de Gröna); The Left Party of Sweden (Vänsterpartiet) and Sverigedemokraterna party (Sverigedemokraterna).

Expected outcomes: This article aims to illustrate how different political actors use social representations of inequalities and injustices in education as strategies to deal with contradictions in Education equity policies.