Minnematerialet etter 22. juli som didaktisk ressurs i religions- og livssynsundervisningen

  • Sidsel Undseth Bakke
  • Geir Skeie


The new Norwegian curriculum for primary, secondary and upper secondary education from 2020 offers possibilities to focus on issues of diversity, citizenship and life skills across subject areas. In religious education there are core elements related to existential questions and taking the perspectives of others. These are among the aims that challenge teachers and students to address questions of religion and belief in the context of both difference and communality. This article discusses how aims like the mentioned can be approached in school by using the memory material that is available from the spontaneous memorials after the terror attacks in Oslo and Utøya 22. July 2011. These sources are discussed as examples of popular reactions after the trauma of the terror attack in the light of literature about spontaneous memorials, lived religion and religious education theory. Further, examples are given of how these sources can be used in a religious education school context. It is suggested that they can stimulate learning both about 22. July, terror and extremism, nationhood and emotions as well as religiosity and values in present society.