摘要：This article presents an analysis of the history and content of the curriculum for Religious Studies in Norwegian high schools from 1976 until 2006. The curriculum for the Sami administrative area is also drawn in to put the development into perspective. Against the background of this curriculum-historical survey, it is argued that the subject’s religious-historical breadth has been significantly reduced. This forms the basis for a critical discussion of the conceptualization of “Islam” and “Indigenous circumpolar religions”, and of the extent to which the subject’s specificity has been transformed into a more instrumental understanding, where it is required to answer to specific social challenges.
