Sexual orientation in Norwegian science textbooks: Heteronormativity and selective inclusion in textbooks and teaching

This article explores how sexual orientation is addressed in Norwegian science textbooks currently in use in grades 8-10. The analysis demonstrates that sexual orientation is included in very selective ways when science textbooks deals with sex education. I argue that Norwegian textbooks conceptualize non-heterosexuals as “the other” even though the current national curriculum represents inclusive intentions. Heterosexuality is the only framework when bodies, sexual practice, contraceptives, and sexually transmitted infections are addressed and critical perspectives on heteronormativity are not provided. Selective inclusion of sexual orientations in science textbooks, leave teachers with limited tools for providing inclusive and anti-oppressive sexual education.