Norms at stake in the history classroom

Norms, values, and sexuality in upper secondary school with an anti-oppressive intent

Abstract

This study examines how norms and gender are negotiated in history lessons integrating Relationship and Sexuality Education (RSE) with an anti-oppressive intent in Swedish vocational programs. Through classroom observations and interviews, it explores student positioning, resistance, and didactic dilemmas. Findings show that while the teacher aimed to challenge traditional gender norms, male students often resisted, reinforcing conservative views, whereas female students generally supported the norm-critical approach. The study highlights how meaning-making is shaped by intersecting norms of gender, education, and social belonging, often resulting in classroom power struggles. A key challenge is that anti-oppressive education can unintentionally reinforce hierarchies if not supported by explicit strategies for critical engagement. By addressing the complexities of integrating norm-critical perspectives in history education, the study contributes to understanding how controversial issues can be pedagogically managed and calls for clearer frameworks to support teachers.Key words: controversial issues, history education, relationship and sexuality education, anti-oppressive educational intent.