BREAK ON THE TRAINING ACT
On this page you will get a clear overview of what is in the 2020 curriculum, what the competence objectives are in the subjects and grades, and what the Education Act requires in terms of scientificity and responsibility in relation to the textbooks' content about gender, gender identity and queer theory. It appears that the publishers are probably violating the Education Act.
Violation of the Education Act
On this page you will get a clear overview of what is in the 2020 curriculum, what the competence objectives are in the subjects and grades, and what the Education Act requires in terms of scientificity and responsibility in relation to the textbooks' content about gender, gender identity and queer theory. It appears that the publishers are probably violating the Education Act.
What does the 2020 Curriculum say about gender and gender identity?
The competence objectives in the 2020 Curriculum (the "Knowledge Boost") describe what students should learn in primary school. Gender identity is introduced as knowledge from the 3rd grade in science, and from the 5th grade in social studies and KRLE.
A. In addition to the competence objectives in each subject, the 2020 Curriculum contains competence objectives in three interdisciplinary themes which should be addressed in all subjects and contexts where it is natural. The topic that is most relevant to our thematic areas is:
Public health and life skills = [F & L] in the competency objectives below.
This interdisciplinary theme contains many different topics, but one of the central themes is gender and sexuality. This is clearly seen in the overview below, where all competence objectives from Public Health and Life Skills are marked with [F & L].
B. On the Directorate of Education website “Support for education about gender and sexuality” there is a larger overview of how queer theory around gender and sexuality should be understood. There is no source reference to any of the content on the website or the links found there. Everything is conveyed without scientificity or responsibility on Udir's websites about queer theory, gender identity and sexological sexuality theories.
C. On the organization's website Sex and politics find an alternative review of the competence objectives in the 2020 Curriculum regarding gender and sexuality.
D. Below are the most specific competency objectives related to gender and sexuality in various subjects:
Competency goals at different grade levels:
Below is an overview showing how queer theory and gender identity are introduced as knowledge in the various subjects and grades.
1st-2nd grade in elementary school
Social studies
- describe and give examples of diversity in Norway, with emphasis on different family forms and ethnic groups, including the indigenous Sami people [F & L]
- conversation about emotions, body, gender and sexuality and how one's own and others' boundaries can be expressed and respected [F & L]
3rd-4th grade in elementary school
Social studies
- conversation about variations in family forms and about relationships and tasks in the family
- give examples of the rights children have, and different expectations girls and boys face in everyday life, and discuss how the expectations can be experienced
- conversation about topics related to sexuality, boundary setting, violence and respect
- create an overview of norms that regulate relationships between people and explain the consequences of breaking the norms
- conversation about identity, diversity and community and reflect on how it can be experienced not to be part of the community [F & L]
- conversation about boundaries related to the body, what violence and sexual assault are, and where to get help if you are subjected to violence and sexual assault [F & L]
Science
- observe and describe how the body reacts in different situations, and discuss different emotional reactions and the connection between physical and mental health
- conversation about similarities and differences between the sexes, about gender identity and about human reproduction [F & L]
5th – 7th grade in elementary school
Social studies
- talk about love and respect, variation in sexual orientation, cohabitation and family and discuss the consequences of a lack of respect for inequality
- give examples of how gender roles and sexuality are portrayed in different media and discuss the different expectations this can create
- explore different aspects of diversity in Norway and reflect on people's need to be themselves and to belong in a community [F & L]
- reflect on variations in identities, sexual orientation and gender expression and one's own and others' boundaries related to emotions, body, gender and sexuality and discuss what one can do if boundaries are violated [F & L]
Science
- explain what happens during puberty and talk about different gender identities and variations in sexual orientation
- explain physical and psychological changes during puberty and discuss how this can affect feelings, actions and sexuality [F & L]
KRLE
- conversation about ethics in connection with different family forms, the relationship between the sexes, different gender identities and the relationship between generations
8th – 10th grade in elementary school
Social studies
- give examples of how perceptions about the relationship between love and sexuality can vary within and between cultures
- analyze gender roles in depictions of sexuality and explain the difference between desired sexual contact and sexual assault
- reflect on similarities and differences in identities, lifestyles and cultural expressions and discuss opportunities and challenges of diversity [F & L]
- reflect on how identity, self-image and one's own boundaries are developed and challenged in different communities, and present suggestions for how to handle influence and unwanted incidents [F & L]
Science
- formulate and discuss issues related to sexuality, sexual orientation, gender identity, boundary setting and respect, sexually transmitted diseases, contraception and abortion
KRLE
- reflect on ethical issues related to interpersonal relationships, family and friends, cohabitation, heterosexuality and homosexuality, youth culture and body culture
- explain and reflect on different views on gender and sexuality in Christianity and other religions and philosophies
What does the Education Act say?
After reviewing material in all textbooks from the three major publishers, we find that the textbooks' content about gender and gender identity probably violates the Education Act.
The Education Act is the law that provides content and direction for everything that happens in Norwegian schools. In Section 1-1 is the purpose clause of the Act we find that “students should learn to think critically”"and that the training should promote «scientific way of thinking".
This must be compared with the content of the textbooks and the descriptions of the competence objectives in the curriculum. However, from the findings in the textbooks, it is clear that the textbooks violate Section 1-1 of the Education Act.
Criticism about the 2020 curriculum
The curriculum states that schools should help students develop scientific and critical thinking and act with ethical awareness. However, this is absent in the textbooks regarding gender identity and gender.
In 2020, new curricula were introduced for all subjects in primary school. – after many years of work. The new curricula are also called the Knowledge Promotion 2020, and the process is called Professional renewal.
In the "general part" of the 2020 Curriculum – which provides principles and guidelines for all subjects – fthere is a chapter called Critical thinking and ethical awareness.
The introduction reads as follows:
- The school should help students become curious and ask questions, develop scientific and critical thinking, and act with ethical awareness.
- The training should give students an understanding of critical and scientific thinking.
- Critical and scientific thinking involves using reason in an investigative and systematic way in the face of concrete practical challenges, phenomena, expressions and forms of knowledge.
There is good reason to ask: Does «critical and scientific thinking» not apply to issues surrounding gender and sexuality?
Where is the critical and scientific approach to the topic of "gender identity" in textbooks? The fact is that the presentation is increasingly characterized by unscientific claims and deliberate language confusion: Different "gender identities" are directly and indirectly presented as if they are about new biological sexes in addition to male and female.
Is it in line with the curriculum's ideal of "critical and scientific thinking" when, for example, Aschehoug's textbook in Social Studies, ARENA 5, conveys that there are more than two genders? See, among other things, pages 241-242 where the non-binary youth August, without any reservations or objections, tells the 5th graders that there are more than one gender?
- August says: «"When I was born, the doctors at the hospital guessed I was a girl. The other adults believed that, but when I went to high school, I had to tell them that the doctors were wrong."» August wants everyone to use the gender-neutral pronoun "they/them" instead of "he/she" when "they" are mentioned.
In the Teacher's Guide to Arena 5 There is no problematization in the face of this type of statements and claims. On the contrary. The only thing the teacher should encourage the students to do is to learn from August. Yes, an assignment with four questions in the student book is called precisely this: "What can we learn from August?"«
On pages 256-258 in the Teacher's Guide to Agenda 5 The teacher is instructed to lead the students through conversation, questions and answers, assignments, definitions of a number of concepts, in-depth study, "Action", quizzes and "Ask the Expert".
The goal of teaching about the topic of "gender identity" is clear: Students should be helped to acquire a way of thinking about gender and gender identity that is in line with queer theory and radical gender ideology. Students in the 5th grade are also encouraged to reflect on what kind of gender identity they themselves have, and possibly share it with the class...
One of the exercises that the teacher will lead is called "What would you have answered?" Here, students aged 10-11 will consider and think about (without telling the class) whether they find it easy or difficult to answer questions like this:
- What is your gender identity? Easy or difficult to answer?
- What pronouns would you like people to use when talking about you? Is it important to you? Easy or difficult to answer?
- Have you had the same gender identity your whole life? Is that easy or difficult to answer?
- Do the people around you understand what gender identity you have now? What does it mean for your life? Easy or difficult to answer?
- Have you ever experienced someone getting angry at you because of your gender identity? What do you do then? Is it easy or difficult to answer?
The Education Act provides for the right to exemption
Section 14-6. Exemption from activities etc. in training. The school must show respect for the students' and parents' religious and philosophical beliefs and ensure the right to equal education.
Students must, after written notification from their parents, be exempted from those parts of the teaching at the individual school which they, based on their own religion or their own philosophy of life, experience as practicing another religion or adhering to another philosophy of life, or which they experience on the same basis as offensive or offensive. It is not necessary to justify the notification of exemption after the first sentence.
Exemption from training regarding the knowledge content of the various subjects in the curriculum cannot be requested. If the school does not accept a notification of exemption on such grounds, the school must process the case in accordance with the rules on individual decisions in the Public Administration Act.
When notifying an exemption, the school must ensure that the exemption is implemented and facilitate adapted education within the curriculum.
The school owner must annually inform students and parents of students under the age of 15 about the rules for exemptions and the content of the education.
Students who have reached the age of 15 must provide written notification as mentioned in the second paragraph.