ABSTRACT
In the Norwegian educational system, Islam is only taught in the RE subjects named KRLE and Religion and Ethics. As with all other school subjects, these subjects are integrative, non-denominational, non-confessional, and compulsory, and Islam (history, teachings, rituals, and diversity) is taught in the same way as other religions. This chapter will provide an outline of how teaching about Islam has developed in the Norwegian school system, and how it has been related to the increasing number of Muslims. An analysis of RE curricula, teacher training, and textbooks will create a basis for a discussion about the contextualisation and representation of Islam in Norwegian RE. In this discussion, the author addresses how curricula and textbooks bear the risk of promoting a stereotypical representation of Islam as a pre-modern religion related to problems of integration, terror, and extremism, and challenging Norwegian values related to equality of gender.
