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The 47 member．states of the Council of Europe(CoEl have each made strongmoral commitment to education for democratic citizenship and human rights．Yet in somemember states there appears to be a policy gap between what is enacted at nationallevel andthe international commitments made．Tbis paper sets out to exDbre the nature of thisapparent policy gap in the case of Norway,one of the original 1 0 founding members of theCoE in 1949．Norway has shown strong support for the work ofthe Council ofEurope in theestablishment of the European Wergeland Centre fEWCl in Osb．a European resource centreon education for intercultural understanding．hurnan rights and democratic citizenship．Norway does not have a subject named as citizenship in the school curriculum．but like theother Scandinavian countries．is proud of its democratic traditions in educatioll．How then areNorwegian school students educated for democracy and diversity in this increasinglymulticultural nation-state?We examine this question with reference to RecommendationCM／Rec(2010)7 of the Council ofEurope Charter on Education fbl—Democratic Citizenshit)and Hurllarl Rights Education adopted at tile、20th Session of the Committee ot Ministers．This paper reports on our documentary analysis ofthe Charter．identifying the conunitmentsmade．with a specific focus on the preparation ofcitizens for living in a nmlticultural SOCietv．Having identified the key principles and practices advocated in the Charter．we interviewsome key actors in the process:staff members at the European Wergeland Centre(EWC)inOsb and teacher educators．responsible for the training of new teachers．to explore theirperceptions ofthe 1ink between CoE policies．national policies and actual practices．We foCUSon: (1)what theY understand as the mission and contribution ofthe work ofthe Council of Europe in re latio n to multic ultura l Europe and multic ultura l N orway,and(2)the irunderstandings of multiculturalism and teacher education in Norway．in relation to studentsfrom both majority and minority popuhtbns．We approach this research from two different‘outsider’positions:as citizens of PR China and UK who are seen as short—term visitors toNorway．We are particularly interested in the implicit and the explicit in Norwegian policyand practice．We COliClude by discussing the implications ofthis implicitness and explicitnessin Dolicy and practice for other societies addressing education for democratic citizenship anda sense of bebnging in of young peopk in multicultural societies．