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Global conflicts with local consequences in the classroom practice: The Middle Eastern conflicts in Religious Education and Civics
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0002-5192-6327
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

The Middle Eastern conflicts have become global conflicts through the actors of the conflicts operating and recruiting worldwide, through the use of social media, but not least through international migration. Religion is often presented as an explanatory factor in relation to these conflicts. In the local classroom practice students and teachers, with different personal experiences, knowledge and opinions, discuss and negotiate ways to describe the causes and consequences of these conflicts. The aim here is to analyse how the conflicts in the Middle East (widely defined) are framed, described and explained in classroom-practice in Religious Education and Civics. What different positions are articulated? What explanations are given to the conflicts? How are the consequences described? The study is based on participatory classroom-observations of Religious Education and Civics at six Swedish upper secondary schools.12 interviews with 8 teachers and 15 focus-group interviews with 51 students have been conducted during 2017-2018. The preliminary results indicates that current events such as the terror-attack in Stockholm 2017, the terror-attack at the school Kronan in Trollhättan 2015, the"migration crisis" culminating in 2015, IS' attacks in Syria and European cities, hate crimes against Jews and Muslims, and growing right-wing extremism simultaneously were local and global phenomena raised in teaching related to the conflicts in the Middle East. Terrorists or terror attacks with ideological explanations could be complemented with psychological and socio-economic explanations. However, if a perpetrator or attack primarily was described as religiously motivated, it was more provocative to complement with psychological and socio-economic explanations.

sted, utgiver, år, opplag, sider
2019.
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-14826OAI: oai:DiVA.org:hv-14826DiVA, id: diva2:1381954
Konferanse
NOFA7, Nordic Conference on Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019.
Tilgjengelig fra: 2019-12-30 Laget: 2019-12-30 Sist oppdatert: 2020-09-21bibliografisk kontrollert

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  • apa
  • ieee
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
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  • nn-NB
  • sv-SE
  • Annet språk
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Utmatningsformat
  • html
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  • asciidoc
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