Dynamisk kulturarv, kritisk literacy og (fler)kulturforståelse i norsk grunnskole?

Abstract

In 2010 and 2011 several political leaders in Europe took distance from the multicultural society model. The concept of cultural heritage has been central to this political debate. But this concept is also central in education and actively used both in the general part of the curriculum in Norway and also in the curricula of several subjects. This article examines how «cultural heritage» is defined and used in three central curricula: Norwegian, Religious Studies and Ethics (KRLE), and Social Sciences, at a macro level (subject’s purpose) and also at a micro level (learning outcomes). To analyze how this concept is used in these curricula is an important premise for being able to think critically about this concept within the classroom. It also creates a better prerequisite for understanding the extent to which these subjects are focusing on a more or less dynamic and inclusive understanding of identity, as well as a self-reflexive and critical skills development