The purpose of this study was to perform a discourse analysis to see how authors for textbooks in religious studies for upper secondary school may or may not create stereotypes in relation to gender and sexuality and whether the discourses work together for inclusion or exclusion. The study shows that stereotypical discourses about gender emerge in both books, but still show that teaching materials are changing. The sexual discourse presented that it is important with sex and the authors could both uses charged concepts in relation to sexuality presenting as good and bad without giving specific explanations. Here the power is given to those who are considered “good” at sex but not those who are considered “bad” at sex. The Western woman also stood above the foreign-born and the male discourse was as clear, even though the authors contributed with counter-discourses presenting a more balanced approach. The two books that was used for this study was written in different times, 2013 and 2020. This may explain why the discourses look different and it can also give an explanation to why the book that was written year 2020 had more counter-discourses where norm-critical approach was more visible. However, there were norms presented and groups that were outside these norms in both teaching materials. This includes, for example, those who are "outside" the biological sex but also transgender people.