Abstract:
The Norwegian policy framework is deeply rooted in the promotion of inclusivity and tolerance towards diverse identity groups within Norwegian society.
In 2020, Norway initiated its school curriculum renewal, incorporating topics related to gender identity. While this curriculum intends to cultivate inclusivity and respect for diverse identity groups, it has faced criticism and concerns regarding its potential role of indoctrinating children. This research aimed to delve into two main issues surrounding the implementation of this curriculum: the underlying factors driving opposition to the inclusion of the LK20 curriculum and whether it is perceived as an imposed hegemonic conception of the good or not. 18 textbooks in Norwegian primary schools (grades 3-5) were analyzed and 15 in-depth interviews were conducted to explore the informants’ perspectives. A notable finding is that the majority of the interviewees expressed feelings of alienation towards the gender identity curriculum, while a minority indicated support for its inclusion. The drivers of this alienation included perceived threats to religious beliefs, traditional stereotypes, individual expression, family authority, and concerns for the children’s and parents’ well-being. Conversely, supporters of the curriculum emphasized its contribution to tackling societal issues like racism by promoting tolerance, respect, individualism, and freedom as integral components of the Norwegian policy initiatives.
