ABSTRACT
In this chapter I discuss the place given to cultural heritage related to literacy in recent policy documents and in curriculum guidelines in NOlWay. The inherent arguments of the documents are linked to the necessity to secure the maintenance of a democratic society in providing personal development and extended literacy for all in a growing specialized and multicultural society. Inherent tensions and dilemmas are highlighted in the chapter, drawing attention to the fact that the main terms of reference for cultural heritage in the curriculum are Christian and Western humanistic values - it appears as though the schools are expected to inculcate a religious and humanisticbased monoculture at a time when the need to create scope for pluralism seems evident.
