Abstract
This master's thesis is a critical discourse analysis of the renewal of the national curriculum from 2020. Intending to look more closely at how the focus on values in the formation of the democratic citizen and identity in the curriculum is presented and enables the construction of antagonisms, the thesis borrows a set of different concepts and conceptual frameworks from various research fields of education, psychology, and politics. An additional goal of the thesis is to point out which antagonisms can be produced and how the school can prevent this through an agonistic dialogical approach. From a theoretical discourse point of view, the thesis is based mainly on Chantal Mouffe and Ernesto Laclau's theories to examine how conceptual understanding and discourses related to what can be called we/they discriminating discourse. The thesis concludes that the revised curriculum produces the idea that "the others" represent the opposite of the normative Norwegian "we”, which might lead to negative radicalization and violent extremism.