Abstract
<jats:p>A core element in the curriculum for Norwegian Religious education (RE) is to take the perspective of others. Yet, perspective taking can seem a difficult task for students. This article draws on ethnographic material from a study of three Religion and Ethics classes in Norwegian upper secondary schools to explore how different concepts of religion in play in the classroom can explain misinterpretations and frustration when students discuss issues related to religion. The findings indicate that one of these concepts of religion was met with more understanding and accept than the other, and that it was easier for students who understood religion primarily as belief to make their voices heard than for students who understood religion more as identity. I discuss the findings in light of Linda Woodhead’s (2011) outline of different concepts of religion and Sara Ahmed’s (2007) concept of a normative white space, and suggest that an awareness of the different concepts of religion in play in the classroom could make it easier for students to take the perspective of others.</jats:p>